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Discussion in 'Primary' started by teacherman2, Mar 13, 2016.
Just wondering whether people still differentiate these days?
Can't see how you could ever avoid differentiation. For example, we have Y5 pupils working at a Year 2 Level etc. etc......
It's poor or non-existent differentiation that causes the gaps to get even bigger.
Of course. Do do otherwise would result in the disenfranchisement of pupils at either end of the ability curve of distribution, i.e. inability to access the curriculum/utter boredom.
Even in my current selective prep school with very small classes, there is still planned differentiation!
I went to observe another teacher in another school last week and there was no differentiation except for SEND pupils. In my school we do, it's essential, however, in maths, 95% of the class do the same task but it's differentiated by the approach and resources along the concrete-pictoral-abstract model. Then questions of greater depth are given to fit in with the mastery approach for the more able pupils.
I don't differentiate much in English. I have mixed ability pairings. There are different activities, but I don't (usually) direct children to do different ones. They can choose. I've found I've made more progress overall in English this year than any other. Children love it as well (they really feed off of each other). I don't think I'll go back any time soon.
I do differentiate in maths. I guess the idea is that in future years there will be less extremes in differentiation as children will be mastering their year group objectives etc.