Differentiation and challenge: Research and Development

Group Cycle 1 2015-16Meeting 1: selecting the issue

The Rationale

The focus on this group is to examine how we respond and plan to support the needs and progress of individuals, particularly in light of our changing cohort.

We aim to explore and develop strategies to nurture high performance and challenge for all students.

Aims

•Understand the process and culture of a

research and development group.

Share our experiences of life long skills for differentiation and

challenge and consider research

Decide together how to progress by identifying

a focus question that we all want to work towards

answering.

Listening

Mutuality

Enquiry

Enablement

QuestioningCo-creation

MotivationPartnership

Commitment

Alignment

Action

Accountability

Learning

Respect

Sharing

Process & Culture

Risk Taking

Discuss AimsDiscuss the issues that we want to

investigate further? (Based on research and

experience)

w/c 2nd

Share and PlanPlan our research and decide

upon how to gather evidence of impact.

w/c 23rd

Reflect and ReviewDiscuss actions and evidence so far. Plan further development.

w/c 1st

Review & Evaluate Reflect upon what we have learnt individually and as a

group.

w/c 18th

Ofsted think these are the problems with stretch and challenge for talented pupils:

• Lack of opportunity in secondary school • Disadvantaged most able students are much

less likely to succeed • Links between secondary and primary schools

are not effective enough • Lack of challenge at the start of Key Stage 3 • Teaching that does not challenge the most able

in Key Stage 3 • Assessment and tracking at Key Stage 3 is not

effective • Quality of guidance about courses, universities

and jobs is still not good enough 18Are any of these areas we are interested in?

What problems do we have with stretching and challenging the most able?

Here are some of mine• The most able students finish the quickest.• The most able students can answer even

the most challenging questions.• The most able students are reluctant to

answer the questions.• The most able students like to feel confident that they are right so do not

really want to be pushed as hard.

The story of Gifted educationNurturing high performance rather

than just pushing gifted and talented children.

Evolving practise to support able student

Possible practises we could begin to explore

Tom SheridanA range of differentiation

techniques for the most able.

Challenging the particularly able Encouraging giftedness. KS3KS4KS5Pupil choiceEngaging pupil interestExtension Reading Discussion Success criteriaPeer work Literacy Written skills Oral presentationGifted and talentedExam preparation and revision Exam techniqueLife long skills for learningEssay writing. Seminar style learning Flipped learning

Put into sort cards.

What is our group research question?

Next steps

Think about what you need to do to prepare for the next meeting.

Research: • Theory

• Action with a class of your choice

Collaborate with members

of your department for

support, ideas and to help

the learning travel.

Pupil choice Questionnaire

Name: never Hardly ever

Not very often

Some of the time

Often Very often

All of the time

I am given a choice of tasks in my RE lessons 1 2 3 4 5 6 7I am given the choice of how I present my work in RE lessons

1 2 3 4 5 6 7

Choice is something I am given a lot of in my lessons

1 2 3 4 5 6 7

I enjoy having choice in my learning 1 2 3 4 5 6 7Giving me a choice of skills questions would help me develop my weaker areas

1 2 3 4 5 6 7

If given a choice I would always opt for the easy option

1 2 3 4 5 6 7

I would like more choice in my learning 1 2 3 4 5 6 7

When I am given choice I find this unnerving 1 2 3 4 5 6 7

Action research- an example

Date for the diary

Share and Plan-triangulate our evidence so far and use that to plan our further

research and development