Summary
Contents
Subject index
Formative Assessment (AfL) supplies the strategy to support effective teaching, and to make learning deep and sustained. Trainee teachers need to develop confidence in using this method, in order to apply it in their own teaching practice and ensure pupils' learning is deep and sustained.
Differentiation
Differentiation
In this chapter we introduce differentiation as a planned, flexible process. We consider various misconceptions about differentiation, and set out alternatives.
Differentiation, although the key strategy of formative teaching, learning and assessment, is as much misunderstood as is formative assessment itself. Differentiation is synonymous with ‘setting’ in many teachers' practices (the ‘locking’ of pupils into sets from the cradle to the grave – see Boaler 2005) or with the school of thought which differentiates by ‘outcome’ or ‘has something extra’ for the ‘fast finishers’ to ‘do’. The research literature offers some solutions to unlocking this pedagogical principle – although many teachers still require exposure to modelling in their specific preservice and inservice training on the technique. Allal & Lopez (2005) remind us that ‘Differentiation ...
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