A Good Learning Environment For One Pupil Education Essay

Children change from one another in many various ways and many of these ways are highly relevant to their work as pupils in institution. Therefore, if the training system is to serve all pupils well, it must respond to relevant differences. Geoff Petty (2004) defines differentiation as an approach to teaching that attempts to ensure that pupils learn well, despite their many distinctions. So, it is basically covered by get phrases, such as, "coping with differences", "learning for all those" and "success for all".

There are strong known reasons for differentiation and instructors are well alert to these. For example, they are aware of the fact that

All pupils are different

There are no two pupils who learn in similar ways

A good learning environment for just one pupil is not necessarily good for another.

Most educators practise a combination, three elements, namely, planning, instructing and assessment, in their every day interactions with pupils. In differentiated teaching the fundamental curricula concepts might be the same for those students however the complexity of this content, learning activities and/or products varies, , so that all students are challenged and no pupil is frustrated (Enhanced Learning Centre, 2006).

Differentiation is not necessarily feasible. For example, there is a higher demand of differentiation in mixed-ability categories. I've found out that in such groupings, there may be quite a variety of abilities where educators need to change the lessons to complement the passions of gifted pupils as well as those of pupils with learning challenges. Kutnic and Hudgkinson (2006) in their research point out that more support (for learning) is necessary; normally disruptive pupils in these groupings make it problematic for other pupils to learn.

Adding more to the, Scott and Spencer (2006) in their article argue that, predicated on their research, professors appear to be more concerned with maintaining regular in classrooms than with corresponding instructions to specific differences. However, in my opinion, despite the complexities required by differentiated coaching and the time taken because of its preparation, most instructors realise the value of teaching-learning interactions and make investments their initiatives for a variety of reasons; firstly, , a dedicated teacher would like to ensure that pupils in her/his charge with different skills receive the greatest quality of education. Therefore, it is vital to match teaching methods and learning activities with the differing needs of people.

Apart from the actual fact that at a person level there's a responsibility towards pupils to supply the best value education possible, at the institution level too teachers are expected by the governors and head-teachers to distinguish their teaching to maximise the learning outcome. However, at a wider level, it is an expectation of OFSTED and Subject Teaching Organizations that school and individual professors will differentiate coaching to provide all pupils with access to the curriculum. Thus, differentiation is one aspect of the grade of teaching, which is analyzed during institution inspections (Revell, ed. 1995, p49).

In the first part of my study, I've summarized methods of nearing differentiation and the possible complications in applying them in the class. The strategies are offered in three extensive headings, namely, content, process and products. Within the next part, I want to find out the effectiveness of specific differentiation strategies and their issues in research lessons taught to mixed-ability organizations.

How to identify?

Students fluctuate in 3 ways: readiness, interest and learning styles. Hall, Strangeman and Mayer in their article (2003) demand that when instructors differentiate, they must do it in response to a pupil's readiness, interest, and/or learning profile. Readiness refers to the level of skill and background understanding of the pupil. Interest identifies topics that inspire the pupil and lastly, a pupil's learning profile includes pupils' learning styles (i. e. , a aesthetic, auditory, tactile, or kinaesthetic learner), grouping preferences (i. e. , specific, small group, or large group), and environmental personal preferences (i. e. , a lot of space or a noiseless area to work). Educators can differentiate based on one factor or a combination of different facets. Tomlinson (2006) declares that professors should persist in developing a greater knowledge of each student's readiness to achieve designated content goals, to improve individual academic progress, interest that might hook up with content goals to enhance motivation, and preferred methods of learning to improve efficiency of learning.

There is an array of differentiation strategies which allow teachers to match their coaching to individual talents. It is vital to learn that only using one strategy (e. g. providing extra worksheets for additional able students) would not help to build a differentiated learning environment, but rather, a variety of strategies should be utilized to maximise the learning outcome of the complete school (Q10).

Revell (ed. 1995) shows that differentiation methods can be grouped into three periods

Planning (e. g. learning resource preparation)

In- class ( e. g. questioning)

Follow-up ( e. g. marking)

"These three levels form a routine which reinforce each another and build into quite effective differentiation. Where one of the stages is lacking some differentiation is achieved but the probable is not maximised" (Revell, ed. 1995).

Therefore, effective differentiation occurs only once professors plan their lessons predicated on individual needs, have the ability to apply their prepared strategies in the course and give opinions information to pupils about their accomplishments to advance specific learning in following lessons. Westwood (2001) also suggests that differentiation approaches can be grouped into strategies used to change the content, the process and the merchandise of each lessons. Like a trainee instructor with not much experience, I've managed to differentiate almost all of my lessons predicated on each of these approaches. However, I believe, in practice, only once teachers are more proficient in using these methods, each one of these three techniques of differentiation can occur in one lessons for a few pupils, especially the more able ones.

Differentiating for content:

Through planning the lessons, the type of the learning tasks will be at different levels, predicated on students' abilities, with accessible and appropriate resources being prepared independently. Westwood (2001) suggests that differentiation in curriculum content means that students with learning difficulties must cover less material in the lesson, whilst regarding gifted students, the change would be true. However, Hall (2002) argues that the content of instructions should solve the same ideas for everyone students, but should be altered by the amount of complexity to match the diversity of learners in the school room (Hall, 2003). In my opinion, to be fair to all pupils and to also follow the nationwide curriculum, the core content should be retained the same, although pupils who will be more able should be challenged and motivated by more complex concepts.

In order to differentiate by modifying the curriculum content, the system of work should be developed as a highly effective central record, which helps educators plan for differentiation in the class room. An in depth differentiated system of work helps professors to reduce the quantity of time spent for differentiation in their lessons. However, in my opinion, even the best differentiated strategies of work aren't automatically the most suitable for all classes that a teacher may show and, hence, certain alterations should be produced for each school, predicated on pupils' talents.

At the next stage, planning for every single lesson is a powerful way of facilitating differentiation by varying the content. A highly effective lessons plan includes appropriate learning aims, learning activities and resources (worksheets, etc), which match pupils' producing abilities and, in turn, determines differentiated teaching. Revell (ed. 1995) defines Lesson planning as the process of thorough planning occurring between the end of the previous lesson and the start of the next. His assertion justifies the importance of examination of pupils' learning and interest to be able to consider various areas of learning that should be implemented in the next lesson.

The methods used to make available resources more accessible to pupils through appropriate words and effective presentations, are one other way of getting close to differentiation in coaching. Many teachers start to see the prep of resources, such as principle cartoons or question bed linens, and so on, as an important and possible differentiation strategy, by making the task appropriate to a variety of skills or by modifying the terminology level and making the content more accessible (Revell, ed. 1995, p36). Shorter instructions in a simple and direct vocabulary, an open structure and use of more illustrations, cartoons or graphs are possible strategies that minimise reading problems and concern and interest the pupils, as well.

Differentiating for teaching and learning process

This kind of modification protects the possible changes which may be made to just how coaching occurs in the classroom, in order to achieve the learning objectives. Just how students are grouped, the questions asked through the lessons or the intervention of instructors in the learning of individual pupils, are some strategies found in the classroom to market differentiated teaching. I came across tiered assignments a good practice of differentiated learning process, as it troubles pupils' readiness.

Changing the training process to match the various pupils in the class as well as handling the school by participating all the pupils, is the better way. Motivating and challenging students to remain on the task can be one of the very most difficult events in the teaching and learning process. However, by knowing the pupils' capabilities, it is easier for educators to keep them on the duty with differentiated activities that match their capability levels, interests, track record, etc.

"Well differentiated teaching presents pupils with jobs which are in a level at which they can perform and gain satisfaction and there is less probability of disruptive behaviour through stress with work" (Revell, ed. 1995, p47).

Differentiating for products

Experts claim that teachers should change their expectation of what pupils produce as their work. Westwood (2001) says that what students produce relates to the final results from the training process; such as a tangible product like written work, which is proof learning outcomes. In cases like this, pupils may be asked to produce work in a format different from the others. For example, some adaptations may be produced within the assessments, to make it easier for a few individuals. However, the question for modifying the assessment responsibilities and grading, such as modification of test forms, time allowance, etc, focuses on fairness

"Is it reasonable to students who don't have learning problems or disabilities, if we give good marks to lower achievers simply based on the fact that they have tried hard and encourage them?" (Westwood, 2001, p. 8).

It is essential for teachers to determine the fact that every student is a distinctive individual and has different learning needs. However, the fairness of judgement in marking and grading can bring about a whole lot of complexities into teaching, when teachers are not sure how to grade a bit of work made by students with different expertise, whilst, at the same time, being reasonable to the remaining ones. Westwood (2001) suggests some ways of adjustment of grading to care for learning difficulties, which include using satisfactory or unsatisfactory as the yardstick for grading subject matter or recording ends in numerical form (e. g. Achievement 66%, Work 90%).

In my coaching experience in university X, professors were likely to provide two grades for every subject matter, one of which represented the effort while the other grade represents the achievements (e. g. A2: A for accomplishment, 2 for work). I found this very helpful for grading students' effort. In addition, their achievement enabled me to draw the students' work predicated on their capabilities and on their reaching the teacher's objectives (Q28).

Some problems with differentiation:

Differentiation enables all pupils to participate effectively and on equal terms in the curriculum. Nowadays, the value of "education for those" is being realised in many institutions in developed countries and most of them have nearly used strategies to participate all pupils and also addresses their specific needs, at exactly the same time. However, the truth is it hasn't seemed to be a simple task to meet the diverse needs of all students, at the same time. I've found that version of curriculum, adjustment of resources and adjustment of educating methods are very difficult, as it pertains to applying all of them in a full-size school. Westwood (2001, ) in his article claims:

As long ago as 1985, the Team for Education and Research (DES) in Britain needed a broad, well balanced, differentiated and relevant university curriculum (DES, 1985, p. 88). The DES said what's taught and exactly how it is educated must be matched up to pupils' abilities and aptitudes. But the DES at least acknowledge that even very experienced professors do not think it is easy to match the widely differing needs and capabilities of specific students with appropriate goals, methods or materials.

As has been mentioned before, differentiation mainly occurs in conditions of this content, the operations and the products of each lesson, there being some strong criticisms and complexities for every single approach.

Difficulties with differentiating of content

Changing the curriculum content, namely, so that it is easier for students with learning difficulties and adding extra work with more able students would simply cause a learning distance between students. "That is an example of the well- known Mathew result in education, with the wealthy getting richer and the indegent getting poorer"(Stanovich, 1986 in Scott 2001). Moreover, this technique can be criticised under concepts of equity and public justice, where students with less potential gets fewer opportunities to boost and perform better.

Westwood in his article (2001) argues that, based on class room research, students do nothing like to get easier responsibilities, nor do they like using altered materials that make them stick out as "different" from the other students in the school room, although they still recognize the necessity of extra help and be thankful; generally, students with less ability prefer to get more help from the educator to do the same job as everyone else, rather than completing easier tasks without help.

Therefore, even though professors think that making changes to the content of the lesson would help meet up with the needs of people, they still have challenges in dealing with other aspects of it.

Difficulties with changing coaching and learning process:

The teaching and learning process changes when instructors change just how of grouping pupils, the involvement of students in their lessons and their teaching techniques (Q25). Professors have found these changes easier than changing the curriculum content (Westwood 2001). However, even these strategies have their own issues which can result in teachers fighting lesson planning. For example, putting certain students in the same groupings over a long period of time would not will have the same outcome. Learning styles and interests differ among students and even individuals over time of your time. Therefore, a regular observation of these changes in every pupils must be looked at and be used towards regrouping the students, which can be a time-consuming task for teachers. In addition to that, Irujo (2004) argues that even though many teachers are quite good at evaluating students' performance through observation during learning activities, very few have the ability to convert these observations into data that can be used to detect students' preferred learning styles and strategies, strengths and weaknesses, and learning needs. Thus, teaching skills and encounters are quite important in knowing pupils and their learning styles.

In addition, through changes along the way of teaching, educators must target at challenging a lot more able students, as well as interesting the less able ones, to ensure that all students make improvement through the curriculum. However, in my opinion, instructors with less coaching experience are less likely to deliver a superb differentiated lesson; having more efficient structures, offering more frequent responses, differentiated assessments and other strategies of differentiation that suit each and every student's needs, is something to be achieved by practice and many years of experience is necessary for reaching this. Scott and Spencer (2006) talk about that even among skilled instructors, gaps can be found between beliefs, skills and practice and in planning and making adaptations for every single student.

Difficulties with differentiating products

Westwood (2001) feels that changing the expectation of what students produce, in terms of the total amount and quality of work, will not give a concept of differentiation, as regardless, students do produce different volumes and varying attributes. In addition, taking lower quality work from certain students can result in a self-fulfilling prophecy: "the university student produces less and less and we in turn expect less and less from them" (Westwood, P. 2001, p9). He argues that it is easier to identify the expectation of products in some subject areas than in others. For instance, it is more possible to differentiate a history essay produced by students when compared to a fixed physics question. In mathematics and science, it is more difficult to vary just how students show their understandings and skills. Additionally it is important to ensure that this method of differentiation will not offer a gentle option, whereby students consistently have the ability to avoid tasks which they do nothing like to complete.

In practice, I've found that differentiating pupils' products is more difficult than differentiating content or learning process. Instructors should be very considerate on paper remarks and marking pupils' work when it comes to differentiation. A comment displaying over-satisfaction can give pupils a wrong impression with their understanding, whereas a dried up comment or class of underestimation can disappoint pupils and deter them from producing good quality work.

Differentiation in blended ability research lessons

Secondary schools use grouping strategies as a way of addressing two basic principle concerns: the elevating of success in core content and the advertising of inclusivity in their universities. Although, there are extensive arguments against capability settings, studies show that the tendency is preparing more towards dealing with countrywide curriculum demands (Qualter, 1995). However, most knowledge departments do not arranged their season seven pupils until 12 months eight.

During my experience, I've found teaching mixed capability groups more challenging than teaching settled groups. In settled groups, it is simpler for instructors to predict the next phase and plan it as they have a tendency to see the course as a homogenous group. But, in merged ability groups, apart from the fact that class room strategies are incredibly varied, differentiation performs a more important role in anchoring learning. Qualter, McGuigan and Russell (1995) in their article mention that teachers instructing mixed capacity classes concerned that they have a tendency to teach to the middle. Obviously, in such situations higher potential pupils may get bored and frustrated by the level of challenge when it could be too problematic for less able pupils. Therefore, even though there could be a huge load of work to match each lessons to individual needs in mixed ability groupings, a "mixed diet" should be utilized to ensure that: "the tranquil or shy pupil is taken into account" (Poslethwaite, 1993, page 79).

Science lessons can be differentiated to permit students to explore subject areas of interest, develop their research skills, and receive instructions on discrete knowledge and inquiry skills (Houser, J, 2004). To be able to implement differentiation, professors should think of ways to ascertain pupils' readiness. They need to know about the pupils' backdrop knowledge and recognise their interest. In addition, discovering the pupils' learning styles helps professors to instruct differentiated lessons which meet each individual's needs. Postlethwaite (1993) also agrees that before we consider ways in which we might reply, as science educators, to the average person differences amongst our pupils, and especially to people differences which relate to learning, we should remember to analyse just how pupils change.

Teachers can differentiate content, process, and product among pupils. Differentiation of content refers to a change in the materials being learnt by a pupil. For example, if the class objective is for all pupils to balance chemical substance equations, some of the pupils may figure out how to balance a simpler equation, while others may figure out how to balance more complicated chemical equations. Differentiation of process refers to the way in which pupils access material. One pupil may need to use the text booklet as her/his information resource, while another student collects information from the net. Differentiation of product refers to the way in which pupils show what they have learnt. For instance, to demonstrate knowledge of formation of periods, one pupil may write an explanation, while another may bring a diagram.

There are various differentiation strategies you can use in science lessons. However, during my placements I've found the following strategies most commonly used by educators in research lessons

Preparing differentiated resources

Core and options

Differentiated circuses

These strategies mainly provide differentiation by process and differentiation by educator involvement is also exercised, while this has been utilized. Piggot (2002) believes that differentiation by process allows an observer to see differentiation doing his thing easier.

Objective and research question

In light of all the above considerations, the objective of this research has been that of investigating the effectiveness of the most-used differentiation approaches for mixed capability classes and their issues in science lessons. My goal is to evaluate and analyse the advantages and disadvantages of the strategies also to find out how pupils in a school with a variety of abilities react to each strategy.


To examine the most typical differentiation strategies used in knowledge lessons, in a row of three lessons, I used one strategy at a time and devised my lesson based on that strategy, applying it to a mixed ability group of season seven pupils. I decided to perform my investigation in a mixed potential group as it gave me the possibility to check out each strategy's effectiveness over a wider range of abilities.

I used two methods of collecting data

Surveys: an private questionnaire (appendix 1) was designed to summarize the success of every strategy from the pupils' perspective. These were asked to rate the scope to which they found each lessons, in terms with their interest and learning.

Interviews: I interviewed the category teacher who acquired the knowledge of working with the same group and who experienced also detected my lessons. I asked on her behalf opinions on the effectiveness of strategies that we had found in each lesson.

The participants in my research were from yearly seven class with 26 pupils. The pupils symbolized an array of abilities including one statemented pupil, one pupil with EAL, three pupils on college action and eight gifted and proficient pupils. The course educator, Mrs LW, who noticed me through the lessons, was the other participant.

Moreover, in order to ensure which i had considered different aspects of each lessons beforehand, I observed an experienced tutor instructing the same topics before starting my research.

Lesson one: How does energy get moved?

Differentiation strategy: differentiated circuses

In this lesson, groups of pupils circulated around different tests and investigated the power transfer for each and every equipment at different channels. Pupils were given a sticker with the group quantity as they walked into the class. Therefore, the grouping of pupils was done randomly to keep the mixed capacity groupings the same for many three lessons. Communities were asked to go to another station after four minutes. After 30 mins of a complete school activity, each pupil was supposed to choose three bits of equipment and, in her/his own words, jot down the energy copy for these people.

Through this technique, differentiation is marketed by content and it entails classifying activities based on the evenness of demand. The advantage of this method is that pupils have the opportunity to undertake various activities and learn this content from the the one that best matches their abilities. It also helps pupils to learn to work as a team and study from each other as well as of their teacher. During this lesson, I found the majority of the pupils on job and involved with the activities, but one of the boys with ASD didn't get involved with the actions whatsoever. I attempted to encourage him to attempt the activities but he refused. So, I put to provide him a worksheet which he could complete on his own.

Hence, though pupils' representation in the class can be beneficial to everyone, it is important to be exact on timing and encourage pupils to finish their job within the allotted time. Therefore, there is enough time for pupils to execute a short demo or presentation when all pupils can get a synopsis of the complete matter. Piggott (2002) argues that this approach to differentiation is often rushed, as there are too many activities to be done in an allotted time. "Therefore, the opportunities for pupils to think about, and professors to challenge, learning are lost" (Piggott, 2002, p67). Even though I had observed another tutor doing the same lesson and had planned my lesson predicated on a short explanation of energy copy and then asked the pupils to carry out the investigations, I ran out of your energy and only got 3 pupils to give opinions regarding their studies to the school. Again, this could be caused by the lack of experience, however the class educator too mentioned the issue of tracking time when working with this plan.

Although such circuses are usually best at the introduction of the topic, there are not many instructors who take the possibility to devise lessons predicated on this particular strategy as the school management requirements are substantially high, said Mrs LW.

On the other side, I found the majority of the pupils well engaged with duties where they could practice and examine this content through different levels of complexity. Even though the task was a teacher-managed process, pupils still got the option to choose the way they learned the aims.

Lesson two: what goes on to energy?

Differentiation strategy: core and options

In this lessons, the concepts of conservation of energy were presented and pupils learnt how sankey diagrams can signify energy transfer. Then, as the primary activity, pupils received worksheets with graded energy transfer examples to choose from and symbolize the conservation of energy for his or her chosen example. The pupils were likely to represent and discuss, in pairs, the conservation of energy for the first two samples, which were placed as the primary activities. Then they had the possibility to branch out to harder or easier questions corresponding to their abilities. They also acquired the option to demonstrate their understanding by pulling a sankey diagram, using real wood cubes to symbolize sankey diagrams or writing to explain the energy copy in their own words. Pupils got 15 minutes to carry out the task and they had to symbolize their results to all of those other class.

The center and option method offers easy opportunities for differentiation by job as well as opportunities for differentiation through teacher involvement (Revell. Ed, 1995, p67). The good thing about this plan is its overall flexibility that allows it to be used in a wider range of subject areas. Adding more, pupils were more or less familiar with the strategy and it was easily released. Almost all the pupils were on job and tried to maintain with the timing. Piggott (2002) in his article describes the technique as a pupil-managed task. I found the pupils quite stimulated and employed as that they had the possibility to choose what level they wanted to work on. The most satisfying part of this lesson, for me, was to find the statemented pupil, who has very low drive in science lessons, well engaged with the duty with the use of cubes to make clear each example.

However, there are some drawbacks because of this method. To begin with, there were a few pupils who preferred working at a lower level either to get their process done quicker or experienced too low a assurance to carry out the bigger level activities. Therefore, there is a dependence on monitoring and guiding the pupils to ensure that all pupil was suitably challenged and worked well at the right level. In addition, in more technical programs of options, pupils' awareness of their own needs and talents is completely essential, when school room management role becomes much more demanding.

In my interview with the class teacher following the lesson, she mentioned the engagement of pupils and their curiosity about having the possibility to choose what they should be doing. Although she found the strategy very challenging for the teacher, she scored it as an "excellent way of differentiation".

Lesson three: What are our energy resources?

Differentiation strategies: getting ready differentiated resources

In this lessons, pupils learned about the formation of fossil fuels and renewable energy resources. As the primary activity, pupils were given worksheets to complete. For this activity, three models of worksheets were well prepared with different degrees of intricacy. Usually, in blended ability classes, professors use one worksheet for pupils with less potential, one for the common ones and one for the more able pupils. However, in order to discover whether it's possible to make differentiation easier in conditions of organizing resources for a combined potential group, I made a decision to use the most complicated worksheet as an extension job for average/ higher capacity pupils who complete their main worksheet early. Therefore, pupils were organised into groups of lower potential pupils and average/ higher potential pupils. They were also informed that there were extension worksheets for many who finished their main worksheet soon. Thus, both groups of pupils got the opportunity to ask for a far more challenging worksheet and I experienced the opportunity to analyse the pupils' reaction to the extension tasks. Out of 26 pupils, 9 received the less complex worksheet and the rest of the class had to complete the more demanding worksheet.

During the experience, I had to employ a lot of encouragement and determination to make sure that individuals were on job, as I think worksheets are the least favourite science activities among pupils. However, I suppose that this was partly brought on by the low level of challenge which the pupils with better ability faced. So, although planning and preparing different worksheets could be very time consuming, I don't think that lowering the quantity of preparation in cases like this works.

Most of the pupils with lower capability were quite involved with the duty as they found it accessible and challenging, at the same time.

There were only seven pupils (one form the lower capability group) who called for the extension worksheet, whereas I possibly could see that there have been some pupils with higher ability, who could have also tried out it. So, here comes the discussion about the expansion activities for early on finishers: the extension activities do not necessarily work at their best, as, sometimes, the "extra" work is not appropriate to some pupils. Piggott (2002) claims that: "It is not necessary or even appropriate to make differentiated help pupils with higher potential much harder than for others. Very excellent pupils often need more time to reflect, to learn across a broader reach also to go into areas that others won't normally type in. Furthermore, for me, extension tasks are not quite differentiating duties when pupils with less capacity may also look for a more demanding worksheet, as a result of not having the ability to complete their own. However, I've found them very helpful and practical whenever there are early on finishers who may disrupt the learning of others.

Preparing differentiated resources provides opportunities to differentiate by process and final result, when all pupils follow a similar curriculum. Brook (2007) argues that to work, any teaching source of information must be carefully identified and designed to meet, as far as possible, the needs of the mark audience. Although there may be high needs on planning time, the class room management is relatively self-explanatory.

In my interview with the course teacher, she pointed out the potential issues of worksheet dependency and boredom and described it as "a cliched strategy which pupils can't stand much anymore". However, she also described the technique as "a good way of differentiation".


Table 1: average and ratio of pupils' reaction to each strategy


Differentiation strategies

Differentiated circuses

Core and options

Differentiated resources











Average rate

6. 3

7. 4

5. 8











Average Rate

6. 7

6. 9

5. 6


Average rate

7. 1

7. 5

5. 4

Table 1 shows the consequence of the pupils' respond to the questionnaire, that they were asked to fill in after each lessons. These results demonstrate the actual fact that the very best differentiation strategy commonly used in mixed potential classes is the primary and option strategy. The main and option activity have scored higher in comparison to the other two strategies; 95% of pupils found it coordinating their interest and potential when the average effectiveness of the technique was scored as 7. 5. Pupils scored the differentiated resources activity as minimal effective method with an average rate of 5. 4. They also didn't find the method as interesting as the other two methods.

The results of this study should be interpreted with extreme care though. The small number of individuals and the limited timeframe allocated to making use of teaching strategies can have contributed to having less support to them. Further work may include a greater number of pupils and the possibility of using different kinds of differentiation approaches for a longer time period, in order to effectively validate the results. Furthermore, to discover the potency of the strategies I found in my research more accurately, a parallel category could be utilized as a comparison.


Differentiation is a skill which may be regularly developed through experience and complete planning. Teachers need to know how to make effective personalised provision for those whom they coach and how to take practical accounts of variety and promote equality and addition in their coaching (Q19). Therefore, educators should use a number of differentiation strategies that appeal to auditory, visible and kinaesthetic learners and meet their needs, where these strategies cover the main methods of differentiation to increase their potential. Ideas and skills in teaching can be differentiated predicated on three basic factors

instructional choice

Varies matching to

Complexity of the content

Student needs and abilities (Readiness)

Processes and techniques used to talk content

Student learning tastes (Learning styles)

Products made by students and assessments that demonstrate learning

Student interest, ability, and experience (Interest and readiness)

(Differentiating science education, 2007)

However, although there are extensive theoretical options that educators can refer to to be able to acknowledge and find out about different coaching strategies in my opinion, theory comes in handy only when it gets to practice. Brook (2007) also expresses that turning the idea into practice is not necessarily straight-forward. He argues that no matter what theoretical underpinning, if a way boosts students' understanding then it is a useful method. Self confidence, skills and knowledge of useful strategies are gained over experience. Therefore, the teacher's skills in dealing with distinctions come through a number of years in the profession and are facilitated with a scheme gives him room to manoeuvre (Qualter, A & Webb, G 1996, p159).

Identifying pupils' learning styles, interest and readiness and differentiating the instructional strategies has the potential to significantly enhance learning. However, for me, especially in mixed ability knowledge lessons, motivating and enjoyable pupils about knowledge by extending them intellectually, is very important. "Teachers should encourage each learner to just work at a level of complexness or amount of difficulty that is challenging for the student, and provide scaffolding essential for the students to achieve success at the new degree of obstacle" (Tomlinson C, McTighe J, 2006, p149).

Overall, my research tends to support the idea that use of more pupil-managed tasks and strategies in educating science to merged ability groups, increases the involvement and inspiration of pupils and enhances their learning. Although class room management could become more challenging in these sorts of tasks, the learning outcome is higher. However, from my personal experience, I've learned that teaching groups of pupils with similar skills is easier and better than teaching combined ability communities.

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