Essay: How pupils’ learning can be maximised through meeting differing needs of learners through differentiation

Critically evaluate how pupils’ learning can be maximised in relation to one current pedagogical issue. Select one of the following issues: Meeting the differing needs of learners through differentiation.
Introduction.
There is no one definition of differentiation. However, all current definitions are underpinned by considering learners as individuals and learning as a personalised process. (Bartlett, J. 2016) This definition of differentiation is consistent in many research papers: The Training and Development Agency for Schools described differentiation quite succinctly as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’ (Bartlett, J 2016) Visser (1993) is troubled about the lack of understanding around the term differentiation, regardless of its popularity. ‘Differentiation has become one of the educational jargon words of the mid 1990s-used by many, understood by some, and put fully into practice by a few’
Kerry and Kerry (1997) explain that differentiation rose to prominence after the 1988 Education Act. The Schools Examination and Assessment Council (SEAC) identified two methods of differentiation: by task and by outcome (Ivett, N.2007)
There is a strong emphasis on pupils’ progress in learning and a key feature of an outstanding lesson assessed by the teacher standards is that ‘all pupils make progress. When pupils can access learning, we begin to see outstanding progress (Bartlett, J 2016). It is a fundamental entitlement of all pupils in our schools to receive an education which is appropriate to their needs (South Gloucestershire education service). Talked about in government official papers as the key principal on which the National curriculum should be based; The curriculum should be, “differentiated: what is taught and how it is taught need to be matched to pupils\’ abilities and aptitudes.’’ (DES, 1985)
Effective differentiation provides appropriate challenge and support for all pupils, ensuring that every young person makes progress and that each individual develops a sense of becoming a successful and increasingly independent learner (South Gloucestershire education service) Although dated research by Bennett et al (1984) suggests teachers were not always utilising this approach. He found that sixty percent of year 2 children and seventy percent of year 3 children in a range of settings were seen to be working at tasks that were either much to easy or much too hard for them.
There are diverse ways in which we differentiate in the classroom: by support, task, outcome, resource and response. These can be used independently but are frequently and most effectively used in combination. Research by Bartlett, J, (2016) suggests differentiation is not an isolated practice. Some channels of differentiation are carefully planned – particularly when planning activities such as task and resources. Others occur simply as a consequence of the direction learning takes during the lesson, which can’t necessarily be pre-planned such as, for example, differentiation through bounce-back questioning or support. This definition is somewhat different to SEAC definition mentioned above.
Focusing on differentiation by task, this paper will examine the role of 3 tiered worksheets e.g. mild, spicy and hot and evaluate the usefulness of them in a primary classroom. This paper will consider the pros and cons of pupil choice during the task section of a class, the concept of challenge during a task, fixed and growth mindsets and ability labelling. The author has made observations during a placement at a school and will draw upon these throughout this paper using the term school A. The author will conclude that to maximise student learning the activities chosen by the teacher should be personalised to their set of pupils and that differentiated worksheets are an essential part of the task process. Section 2 of this paper will assess the effectiveness of pupil choice and its impact on learning and how to create the best environment so that pupils make relevant learning preferences to suit their needs and learning style. Section 3 will seek to understand how varying levels of challenge influence learning preferences and consequently lead to a change in self-esteem and confidence. Section 4 will give sufficient consideration to fixed and growth mindsets and ability labelling. It will evaluate these seminal studies, reflect on their influence on pupils choice of task and therefor their relevance to pupil’s learning.
2- Pupils’ choice.
Bartlett has proposed that differentiation by task is where we give pupils different tasks (but the same type of activity) to complete according to their ability. For example, this may be three separate worksheets that target low-, middle- and high-attaining pupils (commonly seen in classrooms). All may encompass the same overarching learning outcome but this will be achieved at different depths (Bartlett, J 2016). An alternative interpretation comes from Nancy, who has suggested that ‘Differentiation by task is a combination of providing a variety of activities through which students can engage in learning, teaching students to self-assess and make appropriate decisions about their learning, and allowing students to make choices and have some control over their learning ‘(Nancy, S 2013) Bartlett’s theory makes no attempt to differentiate between different types of learners by giving all students the same type of activity just at different levels, whereas Nancy’s study suggests that learning preferences should be considered in order to engage students. Previous studies by Pritchard advocate that ‘Learning preferences refer to an individual’s preferred intellectual approach to learning, which has an important bearing on how learning proceeds for each individual, especially when considered in conjunction with what teachers expect from learners in the classroom’ (Pritchard, A 2005) Choice is another slant on the notion of preferred learning styles that has a bearing on how learning progresses (Pritchard, A 2005) The term ‘learning preferences’ has been used to refer to the conditions – encompassing environmental, emotional, sociological and physical conditions – that an individual learner would choose, if they were in a position to make a choice (Dunn et al. 1989).
A study conducted by Bartlett (2016) articulates that ‘Choice should be made based on performance at that particular time, combined with the outcomes of the mini-assessments, your professional judgement and the pupil’s assessment of their own learning’ (Bartlett, J 2016)Bartlett (2016) also recommends that the teacher should facilitate learning, ‘If you know that a pupil has made an unsuitable choice then you may want to guide their selection and offer a little advice’ (Bartlett, J 2016) What is important is how tasks are tailored to ensure that we do not apply a glass ceiling to learning and limit progress by assigning pupils to a given ‘level’. Some say that differentiation by task is where all pupils are given a single work-sheet on which questions get progressively harder. I argue that this is poor practice and that if you use a single worksheet you must use it wisely (Bartlett, J. 2016) In agreement with this rationale is Bearne and Kennedy (2014) signifying that ‘differentiated tasks assume that certain individuals or groups will only be able to cope with a limited amount of new information, this can run the risk of excluding pupils who might be able to cope with more ambitious learning objectives. The challenge to the teacher is to find ways of framing tasks that can not only genuinely stretch all the learners, but that might provide for the variety of approaches to learning’ (Bearne, E and Kennedy, R. 2014) In its worst manifestation, differentiation by task is represented by three different worksheets – one with mostly pictures and few words; one with more words, more densely packed, and one picture; and a third with lots of words and no pictures. This kind of ‘worst-case’ practice gives very powerful negative impressions to all the learners in the classroom. It is more like division than differentiation (Bearne, E and Kennedy, R. 2014) Some teachers still prefer to use a single worksheet. Whether you do this or use several worksheets, encourage pupils to choose the questions that they answer and avoid working sequentially through questions (Bartlett, J 2016) Although you still have control over the activities to be completed, students have the freedom to make choices as to how they will use their time and the resources they will use to meet your academic expectations (Nancy, s. 2013).
School A welcomes and pursues many forms of differentiation within the classrooms and school. From the authors observations, it is apparent that tiered worksheets and activities are used in every core subject class in key stage 2. In the schools’ 2015 inspection from OFSTED they were rated good for both the quality of teaching and the achievement of pupils. ‘Adults are aware of what each child knows and plans activities that challenge and extend children’s learning’ (OFSTED 2015 school report). While not specifically referred to as ‘differentiation’, there is reference in the outstanding criteria for ensuring that learning needs are met to ensure progress. Indeed, the OFSTED criteria (OFSTED 2014a) states that: Inspectors must consider whether teaching engages and includes all pupils with work that is challenging enough and that meets the pupils’ needs as identified by teachers. (Bartlett, J. 2016)
When reflecting on practice in school A it has been observed that a variety of methods of differentiation are used throughout the school; from providing 1 to 1 teaching assistants for SEN diagnosed children, regular use of teaching assistants to vary the support offered to groups of pupils and give interventions; whether they are used to narrow the gap with lower ability pupils or challenge the gifted and talented students, they have a wide variety of schemes available for teachers for spellings, reading and times tables and promote the use of multiple levelled practice within all classes, teachers use concrete, pictorial and abstract resources to support the pupils needs within the school, the use of free printing allows teachers to create tiered worksheets for their classes to better promote progress for all and the written responses by teachers to pupils reflection comments of their work are differentiated with the emphasis on personalised targets and outcomes for all.
Whilst some teachers at school A make three tiered worksheets such as mild, spicy and hot and give the pupils choice over which one they want to do, others create three tiered worksheets and hand them out to the pupils they deem suitable to attempt that level. We have seen from Bartlett’s (2016) influential research that ‘students should make a choice based on their performance in that skill/concept at the time built on mini assessments during the main teaching point and with the guidance from a teacher’. Differentiated instruction is a necessity in today’s world of diverse learners. It may involve providing choice among options; offering activities for various learning styles or cognitive abilities; using technology as a tool for providing varied activities, designing alternatives for students with disabilities, or providing opportunities to extend learning. Differentiation is not so much what you do, but how you think about the learning process (Pritchard,A.2005)
Often teachers differentiate solely based upon prior data (for example, they have already pre-assigned pupils to different worksheets before the lesson has even begun, teachers should use any data they have as a tool to support planning but don’t make the common mistake of using it to pre-assign pupils to a specific pathway (Bartlett, J. 2016) After observed practice took place conversations between the author and teachers arose regarding differentiation. Some teachers felt that their students would pick unsuitable worksheets having been given the choice based on 2 things; they would choose something easier that they felt comfortable with and knew they could do, therefore not deepening their understanding or challenging themselves but getting a lot of written work done, or they chose something too challenging in order to brag to their classmates but they wouldn’t understand how to complete the work and then struggle throughout the class, not improving their understanding and getting minimal work done. Bartlett, J (2016) is a known critic of the theory of categorising pupils according to a predetermined ability. He suggests ‘Where differentiation won’t work to best effect is when we categorise pupils according to a predetermined ability and this is one of the concerns when teachers differentiate by using data ineffectively – essentially they categorise pupils according to prior data or target grades and then label them as low-, middle- or high-attaining (which tends to stick). In pre-assigning pupils to a specific classification (effectively pre-planning learning) we potentially apply a glass ceiling to some pupils’ (Bartlett, J.2016). Others will argue alongside this approach and advocate that ‘Once learners become actively engaged in their own learning process, they develop a sense of being in control. This has been shown to improve self- esteem and motivation. A learner’s awareness of learning preference and an understanding of the learning process, as well as metacognitive engagement, can lead to improved learning outcomes’ (Pritchard, A. 2005) Whether some teachers are fearful of pupil choice activities or embrace this, differentiation by task is key in every classroom. To conclude, Bartlett, J (2016) promotes the idea that ‘Classrooms that promote pupil choice and embed routines that demonstrate mutual respect are supportive learning environments for all pupils and differentiation underpins this.’
3- Varying the levels of challenge.
“In most school tasks, we need to already know about 90% of what we are aiming to master in order to enjoy and make the most of the challenge..” (Burns, 2002 in Hattie, 2012) Differentiation by task is achieved by varying the level of challenge posed to pupils of different abilities. This involves modifying the classroom task; the range of intellectual challenge in the tasks set (as set out in, for example, Bloom’s Taxonomy) for example: an abstract or generalised task; simple factual questions; a task with an explicit practical application of relevance to the child’s personal experience; a task requiring empathy with those increasingly different in time, place or experience from themselves; a task requiring pupils to explain or justify their own views or those of others (South Gloucestershire Education Service) Bloom’s taxonomy is a rich source of ideas for making increasing demands on pupils’ cognitive processes and, as such, is useful in designing challenging activities for all pupils..(Bartlett, J.2016) Bloom’s taxonomy can support differentiation in a wide range of teaching activities, from extended independent work, through differing written questions on a shared text or topic, to short-term variations in the levels of challenge provided during interactive whole-class teaching and tasks (Bartlett, J.2016).
A masterful teacher will teach to a student’s Proximal Zone (Nancy,S. 2013) Vygotsky proposed the idea of a ‘zone of proximal development’ (the ZPD). The ZPD is the zone between the pupil’s actual level (where they are) and the potential level (where they could be), or the difference between the most difficult task a child can do alone and the most difficult task they can do with help (Bartlett, J.2016) Based on Piaget’s theories, educators had viewed children’s knowledge as constructed from personal experiences, but Vygotsky’s work showed that social and cognitive development work together, so that personal and social experience cannot be separated (Bartlett,J.2016) Mihaly Csikszentmihalyi (1990) states that people learn best when they are in a state of flow— when they are so engaged in an activity that they lose track of everything else around them. Building on Vygotsky’s work, he points out that for every task in which we engage, we have an ability level that determines how successful we will be. When tasks are just above our ability level, allowing us to be challenged but also achieve success, we are more likely to experience a state of flow. However, Vygotsky never offers an explanation about individual pupil’s reaction to being challenged. Mihaly Csikszentmihalyi (1990) concluded that ‘the state of flow, however, is very individual. A set of activities that evokes flow in one student will not necessarily evoke flow in the next, presenting the need for differentiation’. Some believe successful teachers construct small, achievable steps for all pupils, bridging the gap between their current strengths and their future learning. When it works well, differentiated teaching enables all pupils to feel secure and confident, even when challenged, and leaves them constantly surprised by their own achievements (South Gloucestershire Education Service)
The national curriculum (DFEE/QCA, 1999, pp30-37) outlines principles relating to inclusion to ensure that all children have a legal right to access to a broad and balanced curriculum and to effective learning opportunities. One of the three main principles is setting suitable learning challenges. ‘Recent legislation has further championed the importance of inclusive education. In May 2003 Excellence and Enjoyment (A strategy for primary schools) was launched. This set out a vision for the future of primary education. It emphasised that in order for every child to succeed, they must be provided with an inclusive education’ (Ivett,N. 2007). Kerry and Kerry (1998) note that ‘some teachers may have low expectations of those they label as ‘low ability’ this in turn denies them the opportunity to prove that they are able to achieve more. The Excellence and Enjoyment strategy continues to describe how inclusive education can only be achieved within a culture of high expectations’ (Ivett, N.2007) Often teachers will differentiate by giving more-able pupils the more active activities and the less able more compliant tasks. When they do this they tend to instruct the less able – show them how to do something and then expect them to complete a worksheet for example. This is of course not good practice in differentiation. In fact, it limits progress and limits the thinking that pupils do. All pupils need to be exposed to a mixture of the two activities and, for your ‘normal’ daily practice, aim to be somewhere in the middle of the spectrum – using a variety of different activities to support learning (Bartlett, J. 2016) Bartlett (2016) also proposes ‘we can differentiate by having different levels of applied question and different routes through the same worksheet but often there is limited space and so producing different worksheets is best to ensure that all pupils experience the appropriate mix of questions’.
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