Educational leadership & learning

Following different professional conversations with colleagues in different schools, visits, reading and debate, I have put together the following document to encourage my staff to keep reflecting and considering the way we approach differentiation, grouping and a new approach to assessment led learning. This is a first draft of the document, so I am very happy to receive any thoughts or feedback as it may well help join some of the dots swirling in my head.

REDEFINING DIFFERENTIATION: MASTERY AND ENRICHMENT

We need to develop our understanding of possible Learning Journies the children may take for different Learning Aims / aspects of the curriculum.

  • We need to lose labels such as lower ability, average ability and higher ability. Whilst we might identify most able children in certain subjects, we need to start with the prediction / expectation that any (and every child) can be expert and understand this specific learning.
  • We need to lose group names (even if we use them flexibly)
  • Differentiation through depth and extended enrichment learning activities / challenges

Models:

Learning Aim

All learners

(5-10 mins) A group → Extended / Enrichment Challenge

(15-45 mins) B group → Extended / Enrichment Challenge

C Group continue on main learning activity / challenge to develop mastery of the Learning Aim

(In future sessions C group may have additional ‘mastery’ learning activities / challenge if required)

(These are not fixed groups, but groups that are formed during the learning based on AfL)

Learning Aim

↓                                ↓                                ↓

Challenge                Challenge                 Challenge

A                                  B                                  C

 (Learners select their own challenge activity to start with. If they find it too hard they move to an easier challenge. If they find it too easy they move to a harder challenge).

LEARNING JOURNIES: JOINING THE DOTS

  • Time to Respond to Feedback (T2R)
  • Without responding to feedback can children join the dots in their Learning Journey? If not will there always be gaps that block understanding, progress and mastery?
  • ─ ● ─ ● │  T2R ─ ● ─ ● │ T2R  ● ─ ●

= Learning Aim          ─ = achieved Learning Aim    

│= didn’t achieve Learning Aim     T2R = Time to Respond to Feedback

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