Escolar Documentos
Profissional Documentos
Cultura Documentos
ABSTRACT
Catering for the needs of pupils of differing
abilities in science tends to be regarded as
problematic, with the norm being whole-class
teaching. This article describes different
approaches to providing differentiation in the
science classroom and gives examples of how
these can be put into practice.
Differentiation by outcome
All too often, the challenge How do you differentiate? prompts the reply We differentiate by
outcome. In practice, this can mean that a common
task, a whole-class activity, is set for all pupils but
different outcomes are accepted by the teacher. With
this method alone, different groups of pupils are
unlikely to make sufficient progress. It is possible to
differentiate by outcome, but not easy. It can also be
difficult to illustrate to an observer (such as an Ofsted
inspector!) that differentiation is actually happening.
65
66
Piggott
Differentiation by task
The most important idea here is that different pupils
do different tasks or activities, with the aim of all
pupils progressing from their own starting points. This
means different tasks for different groups or different
tasks within a group.
This is obviously not something that can be introduced all at once but has to be worked up to. Where
pupils are used to whole-class activities, change must
be gradual in order not to create resentment, jealousy,
distraction or obvious streaming within the classroom
(Wellington, 2000: 135). Once in place, it can help
greatly with reducing boff syndrome, as pupils are
then used to doing different things and the higher
ability pupils do not stand out.
Having different practical activities within one
lesson does not necessarily mean more equipment is
needed. Whole-class practicals need between 10 and
15 sets of the same equipment, whereas having different tasks can mean only two or three sets of the same
equipment are needed. This averages out over a series
of lessons to be the same for either method, or even
less heavy on equipment for differentiation by task.
Tasks are not necessarily apparatus-based.
Totally different contexts for different pupils can
easily lead to differentiated work. However, pupils
can stay within the same context but still have
differentiated work. The tasks that they undertake can
be varied by the depth of knowledge required, the
level of skills needed, the level of English language
required, or even the actual language used. For
example, the ASE project Science Across the World
can supply investigational projects to work jointly
between schools from different countries and using
different languages; while some pupils work in
English others can be faced with the much harder task
of the same investigation but in a modern foreign
language.
Piggott
Teacher-managed adjustment to
different tasks
From whatever starting point, teacher questioning of
pupils as they work can reveal problems of understanding or such an ease of understanding that learning
time is being wasted. A teaching response to either of
these might well be changing the task for that
individual or group of pupils. A simpler worksheet, a
writing frame, or restrictions on the experiment may
all help those in difficulties. For those who are
coasting, a higher level text may be needed, a series
of challenging questions, or a completely different
task in the same topic area. It is important to realise
that the idea is to change the task and not just add
tasks to those already being done.
The questions teachers use have themselves to be
adjusted to the teachers knowledge of each pupil.
Pupil-managed choosing
different tasks
Although this idea can be teacher-managed, it is best
when pupils are aware of their own needs and choose
tasks to suit. Of course, they only get to this stage by
being lead through it the first few times (or more)
and with continuing support from their teachers.
For example, from a set of graded mathematical
examples pupils might all do one or two easy
questions to gain familiarity and then branch out to
harder or easier questions according to their abilities.
Alternatively, pupils might choose questions from past
examination papers at F, F/H, or H levels, depending
on both their abilities and their confidence in that
particular topic.
67
68
Piggott
Grouping of pupils
Little has been said so far about how pupils are
grouped for science. Those teachers who have mixedability groups know that this is a tough way to teach
because differentiation has got to be very visible to
avoid teaching to the middle dominating. Setting,
however, does not remove the need for differentiation.
Even within one set, pupils are by no means homogeneous; they require a range of activities and ways
of learning to keep them motivated. It is certain that
different levels of sets should be offered tasks suited
to their needs.
Once overall classes have been decided by the
science department, it is up to the class teacher to
decide how pupils work within their class. Many of
the techniques outlined above demand different
groupings of pupils at different times, so it is good
practice to start with the idea that it is the teacher
who decides who sits where and when, rather than
getting stuck with allowing friendship groups to
dictate. If we share with our pupils the reasons why
they need to sit in different groups, they will gradually
accept the idea that the criteria for the grouping is
what works best for this particular learning activity.
This also helps with discipline and supports work on
gender, work with different ethnic groups, inclusion
and quite a lot more.
Some teachers dictate the seating arrangements
for every lesson, but it makes for better relationships
if groups can be negotiated on occasion. Mixed-ability
primary school classes make very successful use of
within-class groups of different abilities. In the
secondary sector some negotiation on friendship
groupings is probably desirable, especially if pupils
are brought to accept the need for changing groups
for particular learning activities.
Homework
School policies on homework can lead to homework
being set just because it is on the timetable for that
day. If it is not planned to fit in with the work the
pupils are doing, it can easily end up being the same
for all pupils. Indeed we are all capable of throwing
Piggott
Assessment
Differentiation cannot be successfully achieved without forward planning. For any form of differentiated
work to be useful, teachers must know their individual
pupils well in order to be able to judge what they need
to make progress. The most basic form of assessment
is also the most useful: talking to pupils and gauging
what they understand, can do, or have difficulties with,
from their verbal answers.
Assessment of all forms of activity within class
can add to the basic perspective. Watching practical
work, judging poster competitions, watching and
interacting with pupils who are drawing concept maps
or diagrams, listening to pupil discussions or formal
presentations all give teachers good clues as to what
a pupil is capable of. These forms of assessment also
have the merit of not involving marking books in the
evening and at weekends, though obviously the
marking of books has its place as well.
Assessment data often informs the perception of
groups within a class, but the teachers own knowledge of the pupils remains vital. Cognitive Ability
Tests (CATs) can be used to provide data on
individuals different abilities (OBrien, 2000). While
previous key stage levels in science are useful, those
for English and mathematics also give clues to an
individual pupils needs.
QCAs scheme of work for key stage 3 (DfEE/
QCA, 2000) provides a wealth of detail of what lower,
medium and higher ability pupils might be able to
do, based on analyses of previous national key stage
tests. These enable teachers to set appropriately high
expectations for each type of group or set.
Pupil presentations
69
Piggott
Demonstration
Basic electrolysis
Theory
Discussion
Investigation
Pupils, and then pupils and teacher, discuss what
factors might affect electrolysis. Each group then
takes one factor to investigate. For example:
A Time
B Current
C Type of electrodes
D Distance apart of electrodes
E Temperature of the solution
This is exactly how Michael Faraday explored
electrolysis before formulating his laws, although
he appears never to have actually tried out the
Temperature of the solution! As each group
presents their results (preferably including
graphs), other groups make their own notes and
ask questions to help them understand the
factors that they themselves kept constant. When
they come to write up their own Analysis and
Evaluation they are then able to comment about
these factors and whether or not they are
important, quoting evidence to back up their
views.
Enrichment and extension
Original source material and background
information on Michael Faraday and his times
can be used to enrich and extend pupils learning
when researching electrolysis (Piggott et al.,
1997). This takes some pupils into deeper work
on electrolysis, others into aspects of language,
others into the social mores of the times, and still
others into how scientists work. Ideas and
evidence obviously plays a big part in this
version.
During the discussion section, the teacher guides
pupils into tasks that will interest and motivate
them. For example:
A Reading extracts from Faradays notebooks,
comparing them to todays versions and
attempting to recreate an original
experiment.
70
teacher
pupils
Pupils presentations
Summary
Piggott
References
ASE Science Across the World: see www.ase.org.uk for
information.
Chapman, J. and Hamer, P. ed. (1998) Differentiation manual.
2nd edn. Plymouth: The Learners Co-operative.
DfEE/QCA (2000) Science: a scheme of work for key stage 3.
London: QCA.
Duerden, B. and Jury, A. (1993) Pupils with special
educational needs in mainstream schools. In ASE secondary
science teachers handbook, ed. Hull, R. Hemel Hempstead:
Simon and Schuster.
Milner, B. (1986) How is science teaching structured? In ASE
science teachers handbook, ed. Nellist, J. and Nicholl, B.
London: Hutchinson.
Naylor, S. and Keogh, B. (1998) Differentiation. In ASE
guide to secondary science education, ed. Ratcliffe, M.
Cheltenham: Stanley Thornes.
Andy Piggott is a science education consultant, leading in-service training, supporting science departments
and advising local education authorities. E-mail: andy.piggott@btinternet.com.
71
72
Piggott