By Susan Hart
Differentiation is a key a part of powerful educating and is presently an INSET precedence for plenty of secondary colleges. via giving real-life examples, this e-book makes hyperlinks among the speculation of differentiation and a few of the big variety of excellent perform already occurring in faculties. It explores the that means and concerns surrounding phrases like 'differentiation' and 'equal possibilities' and gives useful concepts for tackling this frequently tricky quarter. The textual content presents worthwhile case reports written by means of working towards lecturers and offers invaluable examples of validated INSET actions.
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Extra resources for Differentiation and the Secondary Curriculum: Debates and Dilemmas
The contrast helped her to see her own familiar practices with new eyes and also to raise new questions with respect to primary-secondary transfer that might not otherwise have occurred to her. In order to explore further the similarities and differences, this chapter takes the form of a dialogue between Brigid Davidson, the primary teacher who made the visit described, and Jan Moore, a secondary teacher whom we invited to respond to Brigid’s questions from her secondary perspective. Jan was not a participant on the course, but was known to be leading a major initiative on differentiation in her school, and we were keen to draw on her experience.
Multiplication tracking using contextual clues spatial awareness eye-hand coordination. By using this type of resource, the pupil who is weak in literacy skills but good orally, visually and/or aurally is able to contribute to the lesson, access information in the same way as the rest of the group/class and experience success in the same way as their peers, who have also benefited by the reinforcement of learning strategies through the subject material. Hence it is not necessary to differentiate other material, or produce separate worksheets.
This seems to us to be the way to make the task manageable at secondary level, yet keep working systematically to enhance the learning and achievement of all students. ACKNOWLEDGEMENT Jan Moore would like to acknowledge the contribution made to the developments described in the second section of this chapter by Iain Walker, Sara Tulk, Andy Clark, Sally Harrison, Stewart Poole, Ruth Fothergill and Hilary Bradbury. Chapter 3 Bringing out the sparkle Sharon Camilletti EDITOR’S INTRODUCTION ‘Differentiation’ is often described as a process of ‘matching’ learning tasks to pupils’ differing abilities and needs.
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