Differentiation and the Secondary Curriculum: Debates and Dilemmas

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Figures and tables......Page 7
Acknowledgements......Page 9
Introduction......Page 10
PART I: WHAT IS DIFFERENTIATION?......Page 11
PART II: DIFFERENTIATION THROUGH SMALL GROUP LEARNING......Page 12
PART IV: DIFFERENTIATION THROUGH SUPPORT......Page 13
PART V: DIFFERENTIATION AT A WHOLE-SCHOOL LEVEL......Page 14
Part I What is differentiation?......Page 16
INTRODUCTION......Page 18
ORIGINS OF THE TERM......Page 19
ANOTHER POINT OF VIEW?......Page 22
ADVERSE EFFECTS OF DIFFERENTIATION?......Page 27
FROM CATEGORIES OF ‘ABILITY’ TO ‘INDIVIDUAL NEEDS’......Page 29
LIMITATIONS OF THE NEW FORMULATION......Page 30
DIFFERENTIATION AND ‘EQUAL OPPORTUNITIES’......Page 32
EDITOR’S INTRODUCTION......Page 34
THE PRIMARY PHASE......Page 35
Jan Moore......Page 38
ACKNOWLEDGEMENT......Page 45
EDITOR’S INTRODUCTION......Page 46
THE LITERACY BARRIER......Page 48
GROUPING BY ATTAINMENT OR PRESUMED ABILITY......Page 50
PREFERRED TEACHING STYLES......Page 51
EXAMPLE: CLASSICAL STUDIES......Page 52
CONCLUSION......Page 53
Part II Differentiation through small group learning......Page 54
EDITOR’S INTRODUCTION......Page 56
BEYOND THE ‘THREE-TIER WORKSHEET’ APPROACH?......Page 59
Lesson A: Shopping Spree!......Page 62
Lesson B: criteria for classification......Page 63
CONCLUSION......Page 64
EDITOR’S INTRODUCTION......Page 72
LEARNING TO WORK IN GROUPS......Page 74
DIFFICULT-TO-INCLUDE PUPILS......Page 76
CONCLUSION......Page 78
APPENDIX TO SECTION 2: SUPPORTING COLLABORATIVE LEARNING......Page 79
The Collaborative Learning Project, 17 Barford Street, London N1 0QB (Tel: 0171 226 8885; Director: Stuart Scott)......Page 84
The English and Media Centre: catalogue of materials available through the National Association for the Teaching of English, 50 Broadfield Road, Sheffield S8 0XJ (Tel: 0114 255 5419)......Page 85
Part III Differentiation through flexible teaching......Page 86
EDITOR’S INTRODUCTION......Page 88
WHY LEARNING STYLES?......Page 89
Four learning styles......Page 90
Kolb’s model of Experiential Learning......Page 92
LEARNING MODALITIES: AUDITORY, VISUAL AND KINAESTHETIC LEARNERS......Page 94
INTRODUCING STAFF TO LEARNING STYLES......Page 95
THE LEARNING MAGNET......Page 97
Student purposes......Page 98
Teacher as enthusiast......Page 99
THE CENTRALITY OF DIALOGUE......Page 100
ACKNOWLEDGEMENTS......Page 102
NOTES......Page 103
Diverger......Page 104
Assimilator......Page 105
Converger......Page 106
APPENDIX 2: LEARNING MODALITY CHARACTERISTICS......Page 107
Homework......Page 108
Relationship with the teacher......Page 109
EDITOR’S INTRODUCTION......Page 110
LEARNING STYLES AND STUDY SKILLS......Page 111
Main findings......Page 112
Visual......Page 115
Mind mapping......Page 116
LANGUAGE PROJECT......Page 118
Advantages......Page 126
Uses of mind mapping......Page 128
EDITOR’S INTRODUCTION......Page 130
CLASSROOM RESEARCH......Page 132
IN-SERVICE TRAINING......Page 134
ENGLISH DEPARTMENT INSET......Page 138
APPENDIX: DEVELOPMENT OF A UNIT OF WORK USING TEACHING AND LEARNING STYLES......Page 139
Suggested tasks......Page 140
Suggested tasks......Page 141
Suggested tasks......Page 142
War poetry: class worksheet......Page 143
Part IV Differentiation through support......Page 146
EDITOR’S INTRODUCTION......Page 148
SCHOOL CONTEXT......Page 150
DIFFERENTIATION WITHIN THE WHOLE-CLASS GROUP......Page 151
Whole-class work......Page 153
Groupwork......Page 154
Pair work......Page 155
Outcomes......Page 156
CONCLUSION......Page 158
EDITOR’S INTRODUCTION......Page 160
THE CONTRIBUTION OF THE INDUCTION CLASS......Page 162
FOSTERING ACHIEVEMENT IN THE INDUCTION CLASS......Page 163
Making a class magazine......Page 165
SUPPORTING LEARNING IN THE MAINSTREAM......Page 169
Instructions......Page 171
EDITOR’S INTRODUCTION......Page 174
Knowing the pupils......Page 176
AN ASSESSABLE, ACCESSIBLE CURRICULUM......Page 177
SCAFFOLDED LEARNING......Page 178
A humanities development project......Page 179
What of Yasmin?......Page 182
NOTE......Page 183
Part V Differentiation at a whole-school level......Page 184
EDITOR’S INTRODUCTION......Page 186
WRITING THE DIFFERENTIATION PAPER......Page 188
OUR RESEARCH ENQUIRY......Page 189
PRINCIPLES FOR DIFFERENTIATION......Page 190
A PROGRAMME FOR THE DEVELOPMENT......Page 191
THE DRAFT SCHOOL POLICY STATEMENT......Page 193
THE NEXT STEP: INSET......Page 194
CONCLUSION......Page 195
EDITOR’S INTRODUCTION......Page 198
SETTING THE CONTEXT......Page 199
WHY LOOK AT THE ISSUE OF EQUALITY?......Page 201
THE EFFECTS OF INEQUALITY......Page 205
STARTING THE PROCESS OF CHANGE......Page 208
CONCLUSION......Page 210
Victimisation......Page 211
Task......Page 212
APPENDIX 3: WHAT HELPS TO MAKE EQUAL OPPORTUNITY POLICY WORK?......Page 214
APPENDIX 4: TAKING EQUAL OPPORTUNITIES INTO THE SECONDARY CURRICULUM......Page 215
Differentiating the secondary curriculum (Wiltshire LEA 1992)......Page 218
Differentiation: Making it work, ideas for staff development (Visser 1993)......Page 219
Guidelines for secondary schools for effective differentiation in the classroom (Essex County Council 1993)......Page 220
Additional reading......Page 221
Bibliography......Page 222
INDEX......Page 228