Presentation on theme: "Planning to Support Mixed Ability Teaching"— Presentation transcript:
1Planning to Support Mixed Ability Teaching Sharon GunnSDP Coordinator
2Background in Mixed Ability Teaching School opened in -----Broad banding1998 Switch to Mixed AbilityOngoing evaluation of Mixed Ability
3Mission Vision and Aims Should I remove this slide? I’ve used it to replace the overview slide but does it suit this presentation?
4SPHE Programme Closely linked to our Mission Statement Our wish is that …’our students leave us with a positive self-image, with the skills and attitudes which will enable them to make a positive contribution to an ever-changing society.’
5Class Organisation issues… Class Group 1 Concerns about inferiority complex/ poor self-image/ low expectations/ discipline issues/ motivation issueSense that we were doing this group a disserviceSince Mixed Ability we no longer have a ‘Problem Class’ & discipline issues are diluted.Some changes made to this slide
6Class Group 2Misplaced students not catered for in Higher level Maths/ English/ IrishExtra classes offered by concerned teacherNeed therefore to address this issue of accessResult: Mixed Ability has allowed us to offer all subjects to all pupils
7Planning for Mixed Ability Teaching Inservice prior to decision (establish the rationale)Subject departments used to working with one another (work through concerns together/ share materials & methodologies)Tutor System (monitor student achievement through attendance & Journal)SPHE Programme promotes positive self-image & tolerance of differenceLearning Support initiativesChanges have been made to this slide to try to address what is needed in order to introduce MAT but it also explains how we maintain it.
8Role of SDP Coordinator Support Subject Departments: Timetable inservice/ department meetingsProvide evaluation materials & encourage dialogue on teaching & learning issuesFacilitate end of year subject planning dayCommunicate with Student Tracking PORThis slide is here to show how I support MAT in my school. Relevant??
9Mixed AbilityTeaching pupils of different learning styles with different levels of talent, knowledge, speed and motivation………New slide - definition
10The Teacher: Planning challenges Can involve extra planning for the teacherInvolves planning for all learnersAs awareness of all types of learner develops the task gets easier as resources build up over time.Challenge is to engage the better able and maintain the interest of those who struggle.Differentiation is the keyChallenges….should invest time in this
11Differentiation How does it work? Differentiation - the merits…..Variety of stimulus/ encourages a number of ways of approaching the same topic so that all learners gain/ encourages innovation/ encourages peer mentoring.Differentiation can occur: by resource/ by task/ by outcome/ by classroom organisation.A move away from teaching ‘to the middle’ by employing good teaching methodologies.Answering the challenges. Please note the changes made to this slide.
12Class Plan for MAT: German Core information: Learn vocabulary (Draw a picture/ word search/ crossword/ hangman) Must knowDeveloping the skills of sentence construction (mix & match exercises/ pair work conversation) Should knowLook for deeper understanding (reading comprehension/ application of grammar previously learned /ability to express own ideas in writing) Could knowAdditions made to this slide
13MAT techniques Questioning (open) Self-marking Role play Use of homework for extension exercises.AFL inservice provides useful support for MAT.Not sure about this slide
14Maths 1st Year: Mixed Ability Set number of topics covered with all classes‘Wouldn’t have it any other way’‘No problem getting the course covered’ (McGarry 2006)2nd Year: classes are set based on the results of a common paper at the end of 1st YearRange of questions on the paper i.e. it is differentiated- building in opportunities for successSpread of ability across 1st year.Not judging pupils on one performance/ sometimes results are skewed by coaching/ pupils are given time to find their own level/ maths teachers make their own judgement about student ability based on common 1st year test15% and under do foundation level2nd Year:6 base classes get 7 teachers & the classes are blocked on the timetable3 classes do H.L, 3 do O.L & 1 small foundation level
16AssessmentDifferentiation by outcome: Pupils do the same task with the same resources but the teacher’s expectations for each pupil will be different and will be reflected in the marking.Differentiated worksheets: pupils are given the same worksheets containing gradated exercises.Differentiation by task: Pupils do different tasks with different resources.Sometimes you need to ask weaker pupils the questions they know the answers to, to boost their confidence.
17Supporting MAT Student Tracking POR SDP Coordinator Effective Subject Departments: Reporting structure/ shared resourcesInservice to refresh/ remind/ reviseLearning support initiatives: Team teaching/ SNA s support classroom teachingInduction of new staffEnd of year subject planning day/ annual evaluationRecent inservice in AFL. Inservice (CPD) important in sharing new methodologies. MATis just employing good teaching methodologies. Reporting structure means depts are in the habit of documenting what they’ve learned.
18Support/Inservice can… Help initiate the exploration of Mixed Ability TeachingUpdate methodologiesRefresh the approachHelp us assess our effectiveness at what we do.
19Agenda for Subject Departments What were the desired outcomes for MAT?Have they been achieved?Have results changed/improved?How do departments organise the ability of students for teaching and learning and how are students grouped in each year group?What values are behind these decisions?
20Workshop 1What structures do you have in your school to support Mixed Ability Teaching at the moment?What steps do you need to take to support effective introduction of mixed ability teaching?
21Workshop 2 Evaluating mixed ability teaching: Identify indicators of success in relation to mixed ability teaching atwhole school levelat subject department levelResources. Time. Inservice
22Initiatives for evaluation of student achievement Look at results – student tracking (POR)Better use of available data: using it proactivelyTemplate to identify the achiever/underachieverFormative assessment in first yearSubject department questionnaireStudent questionnaire: What Qs might give clues about the value of MAT
23Mixed Ability 10 years on… Concerns about high achieversStudent trackingSocial benefits: no ‘problem class’Educational benefits: equality of accessDiscipline issues have been dilutedRecent AFL inservice maintains momentumRegular evaluationChanges made to this slide