1. Ultimate Frisbee Final League Standings
Mighty Tighty Whities
56.5pts
Jaguars
48.5pts
Black Hawks
47.5pts
Pink Panthers
45.25pts

2. Task
What are the benefits/limitations to working with mixed ability groups and set ability groups.

3. Differentiation
Gary Kinchin

4. Key Questions
What is it that makes it difficult for some students to learn and achieve success?
How can you ‘set up success’ to enable all students to learn effectively?
How do you seek to include all pupils?

5. Differentiating your teaching
Differentiation means….. “…the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning” (Capel, 1997; 308).
Needs to be seen alongside how you use progression

6. Differentiation is……
An ongoing process that needs to be planned for and is characterised by flexibility
The means of maximising learning for all students taking account of individual differences in learning style, interest and motivation

7. Why Differentiate? Classes will have a wide range of diverse needs.
Differentiation is needed in order to provide physical activity which offers pupils appropriate opportunities to develop and flourish individually (Capel 1997)

8. How to differentiate…

9. By task…
Different tasks (or different versions of the same task) in terms of difficulty are set
The “all, most, some” approach is often used to distinguish the range of learning across different groups within the class
Typically expressed as learning aims
May also involve the provision of a choice of tasks

10. By outcome…
Pupils receive the same task but different outcomes are expected according to ability
e.g. how to include partner balances into a gymnastic routine
A slight concern is that the number of responses might differ [Group A: six ways, Group B: 2 ways]

11. Plan and carry out a sequence of gymnastics in which weight is taken on different body parts
By task
Use large body parts
Use stable bases
Unstable bases
Inverted [headstand]
By outcome
More challenging balances
Variety of balance
Greater control

12. Example from Macfadyen & Bailey (2002; p.114)

13. By resource….
Task the same, resources vary. For example in an analysis of performance lesson the following might be used;
Analysis checklist
Images of performance
Pupils locate peers with similar strengths/areas for development

14. By grouping… By friendship groups
Size of groups [smaller: easier for pupils to be involved]
Group by ability in a dance routine
- Careful not to de-motivate lower ability learners

15. By support…
Might involve the use of a different range of support personnel
Peers
Learning support assistants
SENCO

16. Others…
By space…
By speed…

17. STEP principle
S space
T task
E equipment
P people

18. Strategies to help differentiation
Knowing the students, being aware of their ability
Knowing students previous performance and past experiences
Have expectations about achievement, attitude and behaviour
Knowing the subject matter

19. Those early lessons…
Consider how the activity can be broken down to accommodate varying abilities
Plan activities that are likely to challenge the majority of pupils
Plan adaptations for the most/least able
Think about the end product, have a progression that all abilities can drop into