Differentiation of children’s learning is an essential tool in an English Primary School setting (DCSF, 2008). Children learn at different rates (Brandt, 1998; Tomlinson, 2001) and thus it stands to reason that the learning that is carried out in a classroom is differentiated to suit the varying needs of the learner.
Contradictory to standards-based teaching, differentiation denotes to a student-centred pedagogical approach which aims at responding flexibly to individual students’ learning styles, readiness levels and speeds of learning in order to maximise each student’s growth, individual chances to succeed and ensure smooth classroom functioning (Stradling and Saunders 1993; Tomlinson 1999; Roiha, 2012).
Tomlinson (2000) describes differentiation …show more content…
This research aims to ascertain:
What are the learning impacts of pupil-led differentiation in a Year 3 Maths class?
The research will be conducted in an averaged size primary school in a classroom which has children between the ages of seven and eight years. Following this research, it is anticipated that the researcher will have a greater understanding of how pupil led differentiation can impact on a child’s confidence levels and resilience level in maths. It is also hoped that the researcher will gain a better appreciation about whether children do always pick work that they find challenging or if they pick work that they perceive that they can do and get …show more content…
1992). Vehkakoski (2012) study corroborated these findings amongst 7-9 year old children. The children compared themselves against each other and were more eager to complete the same or higher level work than their peers. The data from this study was collected through analysis of conversations that were videoed. This allowed the conversations to be analysed by more than one researcher, thus reducing researcher bias, however this could have led to social desirability bias, where the children gave answers that they thought the researcher wanted to hear. Similarly, Darnon et al. (2009) and Raveaud (2005) studies also found that differentiation may stimulate students to work harder in an attempt to outperform others in the
Contradictory to standards-based teaching, differentiation denotes to a student-centred pedagogical approach which aims at responding flexibly to individual students’ learning styles, readiness levels and speeds of learning in order to maximise each student’s growth, individual chances to succeed and ensure smooth classroom functioning (Stradling and Saunders 1993; Tomlinson 1999; Roiha, 2012).
Tomlinson (2000) describes differentiation …show more content…
This research aims to ascertain:
What are the learning impacts of pupil-led differentiation in a Year 3 Maths class?
The research will be conducted in an averaged size primary school in a classroom which has children between the ages of seven and eight years. Following this research, it is anticipated that the researcher will have a greater understanding of how pupil led differentiation can impact on a child’s confidence levels and resilience level in maths. It is also hoped that the researcher will gain a better appreciation about whether children do always pick work that they find challenging or if they pick work that they perceive that they can do and get …show more content…
1992). Vehkakoski (2012) study corroborated these findings amongst 7-9 year old children. The children compared themselves against each other and were more eager to complete the same or higher level work than their peers. The data from this study was collected through analysis of conversations that were videoed. This allowed the conversations to be analysed by more than one researcher, thus reducing researcher bias, however this could have led to social desirability bias, where the children gave answers that they thought the researcher wanted to hear. Similarly, Darnon et al. (2009) and Raveaud (2005) studies also found that differentiation may stimulate students to work harder in an attempt to outperform others in the