Differentiation in teaching and learning Geography

8 Differentiation in teaching and learning Geography

Jeff Battersby

Differentiation in teaching and learning geography Teaching Geography in secondary schools

Within any class group there will be marked variations in the ways that pupils learn, the speed of their learning and the levels of attainment they achieve as well as the kind of learning difficulties and problems they experience. This would suggest that there is a need for differentiated teaching and learning strategies in all our class- rooms, to match learning opportunities to learning needs of pupils.

Differentiation was identified as an equal opportunities issue by the Prime Minister, John Major, when he stated in 1992 that he wanted ‘to ensure that we actively recognize pupils’ abilities and aptitudes and create the means for this diver- sity to flourish. That is the way to genuine equality of opportunity’ (Major 1992).

Differentiation in the National Curriculum is meant to be an enabling process focused on the development of the curriculum and concerned with creating optimum learning conditions for each child. Previously, differentiation was identi- fied as a tool used to separate and rank the pupils, as a means of organizing them. Differentiation is now equated with good practice in teaching which allows for differences within a teaching group rather than leading to the distribution and allo- cation of pupils to a supposedly homogeneous group which could be taught as a separate unit.

Differentiation really came onto the curriculum agenda as a result of Better Schools (DES 1986a). The acceptable curriculum was identified as broad, balanced, relevant and differentiated. Differentiation has been a key issue in any discussion of curriculum change and planning and is seen as being essential to achieving a curric- ulum entitlement for all pupils. The Warnock Report (1978) stated that the purpose of education for all children is the same; the goals are the same but the help that individual children need in progressing towards them will be different.

In clearly identifying levels of attainment for each Attainment Target, the National Curriculum assumes that individuals do not progress at a uniform rate. It states that it will help alert teachers to problems experienced by individual children so that they can be given special attention. The National Curriculum encourages teachers and pupils to operate on a more individual basis, to plan programmes of work which take account of pupils’ achievements and which allow them to work at different levels to ensure that they each achieve their maximum potential.

Differentiation is based on an understanding of individual difference, and of the worth and value of each pupil’s learning. Consequently, teachers need to

114 Teaching Geography in secondary schools differentiate in their curriculum planning according to Barthorpe and Visser

(1991). However, Dowling (1990) and others feel that differentiation is a means of emphasizing and reinforcing inequalities in curriculum provision. The curriculum has to satisfy two apparently contrary requirements. On the one hand it needs to reflect the broad educational aims which apply to all children, of whatever ability and at whatever school, while on the other hand it needs to accommodate differ- ences in the ability and other characteristics of children, even of the same age.

A number of important questions emerge in relation to pupil entitlement to the Key Stage Programme of Study. The Order for Geography states in its access state- ment that the Programme of Study for each Key Stage should be taught to all or the great majority of pupils in the Key Stage in ways appropriate to their abilities (DfE 1995). Can differences in pupils’ abilities affect their access to the curriculum? Does differentiation imply teaching a different curriculum to pupils of different ability? Can we teach the same curriculum to all pupils by tailoring teaching strategies to the learning needs of the pupils?

Responses to these questions have implications for curriculum planning through schemes of work. Differentiation is not necessarily about creating individual programmes for individual pupils. In some cases this may be a good idea but not in others, as, for example, the pupil who learns more effectively in a group than in isola- tion. Differentiation is concerned with providing appropriate educational opportuni- ties for all pupils and to match learning opportunities with individual learning needs.

As pupils’ learning needs vary it will be necessary to employ a range of teaching styles and methods in the classroom. It calls for skilful teaching, detailed planning and preparation, and perceptive responses to the individual pupils. Detailed knowl- edge of each pupil’s learning needs is essential if they are to be addressed success- fully. This involves the careful selection of relevant learning resources, building suitable expectations into pupil’s work programmes, and sharing learning objectives with the pupils. Individual pupils will then be enabled and encouraged to take increasing responsibility for their own learning, to measure their successes and achieve- ments, to begin to identify their own learning needs and to help in meeting them.

The following essential elements must be included in course planning if successful teaching and learning for pupils are to occur:

• clear learning objectives and learning outcomes in terms of the pupil’s

knowledge, understanding and skills;

a variety of teaching and learning strategies to differentiate the learning experiences of pupils;

a variety of resources available to support pupils’ learning;

a variety of tasks and activities which provide different opportunities for pupil learning and for different outcomes; • opportunities to vary in the pace and depth of learning; • different strategies for assessment of pupil learning; • effective feedback on the pupils’ learning outcomes and target setting for

their future learning. (Battersby 1995: 26)

Differentiation in teaching and learning geography 115 Furthermore, teachers need to consider the quality of the pupils’ learning environ-

ment and to promote one which encourages and enables effective learning to take place. The curriculum needs to challenge the pupils, to have high expectations of involvement and attainment, to enable and encourage positive achievement as a realistic goal and engage pupils in active and enjoyable learning. Classrooms need to reflect this philosophy.

There are still important questions to address concerning how judgements are made about the appropriate teaching and learning environments for individual pupils and the expectations of an individual pupil’s capabilities. The focus is now centred on differentiation in teaching and learning and how best this might be accomplished. Differentiation in learning can be achieved when pupils are presented with learning opportunities which enable them to learn effectively and to demonstrate what they know, understand and can do. In most learning situations the role of the teacher is as a facilitator of learning, providing structured situations which encourage investigation and enquiry using a variety of resources.

Differentiation is ‘simply effective teaching’ argues Waters (1995: 82). ‘It is the planned process of opening out the curriculum to enable access to all pupils.’ He summarizes a number of strategies for differentiation:

Planning

Teaching

• clear learning objectives, shared • using a wide range of activities

with pupils and teaching styles

• the need to plan small achievable • clear instructions, explanations

steps and expectations

• schemes of work that plan for • an awareness that each pupil has

revisiting unique abilities

• schemes of work which have a full • the importance of the pace of a

range of structured and open-

lesson

• the need for a balance of ques- • develop the model of core tasks

ended tasks

tioning techniques with reinforcement and extension

• the use of open-ended questions

activities and enquiries

• schemes of work with clear • flexibility of approach and

progression. response to pupils • encourage a supportive classroom

atmosphere. Resources

Pupil needs

• the importance of clearly • talking with teachers about their

designed, uncluttered materials

learning

• talking to each other about their • using texts of appropriate readability

matched to pupils’ abilities

learning

• using materials that are free of • sufficient repetition to consolidate

gender/ethnic bias

learning

116 Teaching Geography in secondary schools • the ease of access to learning

• varied activities to match pupils’

resources attention span

• classroom display that encourages • the use of pupil review to set real-

learning and reflects high

istic goals

expectations.

• positive marking which points to

improvement.