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PUPIL GROUPING, PROGRESSION AND DIFFERENTIATION Hilary Lowe and Tony Turner From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 UNIT 4.1

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At the end of this unit you should be able to: understand the links between progression, differentiation and pupil grouping evaluate the implications of learning in a range of pupil grouping arrangements discuss definitions of differentiation and their relationship to effective teaching discuss teaching methods which allow for differentiation begin to apply principles of differentiated approaches to learning in lesson planning. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 OBJECTIVES

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GROUPING PUPILS Grouping pupils across the school – mixed ability; streaming; banding; setting; acceleration or fast-tracking Grouping within class – ability; mix of ability; gender; expertise; friendship; age. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

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PROGRESSION AND DIFFERENTIATION Facilitating progression: approaches to differentiation and personalised learning Managing differentiation Differentiation strategies: stimulus–task– outcome Differentiation through teacher input and support Differentiation by outcome and how the activity is assessed Differentiation through curriculum design From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

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To explore this material further, read: Lowe, H. and Turner, T. (2009) ‘Pupil grouping, progression and differentiation’, in S. Capel, M. Leask and T. Turner (eds) Learning to Teach in the Secondary School: A Companion to School Experience, 5th edn, London: Routledge. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 FURTHER INFORMATION

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Ireson, J. M. and Hallam, S. (2001) Ability Grouping in Education, London: Paul Chapman. Kerry, T. (2002) Learning Objectives, Task-setting and Differentiation, London: Nelson-Thornes. Rose, R. (2004) ‘Towards a better understanding of the needs of pupils who have difficulties accessing learning’ in S. Capel, R. Heilbronn, M. Leask and T. Turner (2004) Starting to Teach in the Secondary School: A Companion for the Newly Qualified Teacher, Abingdon: RoutledgeFalmer. Wiliam, D and Bartholomew, H., (2004) ‘It’s not which school but which set you’re in that matters: the influence on ability-grouping practices on student progress in mathematics’, British Educational Research Journal, 30 (2): 279–294. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 FURTHER READING

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