Teaching Low Attaining Pupils
There were three main ways in which schools and teachers motivate and inspire low attaining pupils to learn. The advantages of attainment grouping for low attainers were maximised and the disadvantages were minimised in these three ways:
concentration of resources: lower attainment groups were smaller allowing greater personal learning support and attention, teachers were similarly qualified and experienced across sets, teaching assistants, learning mentors and sometimes more senior pupils, were involved in providing learning support. This was effective where it was well coordinated by schools and teachers. The use of technology was widespread in teaching and learning
with low attainers.
customisation to specific learning needs: curriculum materials were drawn from multiple sources and customised to meet the learning needs of low attaining pupils. Materials incorporated a range of cognitive demands to allow pupils to select the level of challenge. Literacy and numeracy were infused effectively across the curriculum. Test level entry decisions were delayed to
reduce demotivation and vocational pathways including college attendance and work placements were provided. Curriculum programmes with strong coursework components or modular tests were offered, effective school monitoring systems for tracking pupil progress were in place, peer-support and more feedback and praise. Use of a range of in-class grouping arrangements to promote active pupil engagement with their learning and to encourage focused oral participation were employed. Teachers constructed a positive environment in which pupils took more responsibility for their own learning and could make mistakes without any ridicule or disruption by peers.
creation of a positive learning environment: the school ethos promotes mutual respect and value for the contribution of all pupils irrespective of attainment group, teacher-pupil relations are strengthened in and out of class and improved communications between schools, teachers, pupils and their communities sustain motivation. A more relaxed disciplinary regime in class is offered with emphasis on participation and teamwork, praise and positive affirmation to encourage and motivate active pupil participation and engagement in learning. Pupils’ views are solicited and used in productive ways to inform teachers and school change and provide a more conducive and comfortable environment. Co-ordinated multi-agency support and involvement are provided to support learning needs. The support of parent/carers, the community and local businesses are drawn in as important contributors to a positive and motivating learning environment.
Abstract from an article on a research done by:
Máiréad Dunne, Sara Humphreys and Judy Sebba, University of Sussex
Alan Dyson, Frances Gallannaugh and Daniel Muijs, University of Manchester
For further reading :
http://www.dcsf.gov.uk/research/programmeofresearch/projectinformation.cfm?projectId=14659&keyword=DCSF-RR011
concentration of resources: lower attainment groups were smaller allowing greater personal learning support and attention, teachers were similarly qualified and experienced across sets, teaching assistants, learning mentors and sometimes more senior pupils, were involved in providing learning support. This was effective where it was well coordinated by schools and teachers. The use of technology was widespread in teaching and learning
with low attainers.
customisation to specific learning needs: curriculum materials were drawn from multiple sources and customised to meet the learning needs of low attaining pupils. Materials incorporated a range of cognitive demands to allow pupils to select the level of challenge. Literacy and numeracy were infused effectively across the curriculum. Test level entry decisions were delayed to
reduce demotivation and vocational pathways including college attendance and work placements were provided. Curriculum programmes with strong coursework components or modular tests were offered, effective school monitoring systems for tracking pupil progress were in place, peer-support and more feedback and praise. Use of a range of in-class grouping arrangements to promote active pupil engagement with their learning and to encourage focused oral participation were employed. Teachers constructed a positive environment in which pupils took more responsibility for their own learning and could make mistakes without any ridicule or disruption by peers.
creation of a positive learning environment: the school ethos promotes mutual respect and value for the contribution of all pupils irrespective of attainment group, teacher-pupil relations are strengthened in and out of class and improved communications between schools, teachers, pupils and their communities sustain motivation. A more relaxed disciplinary regime in class is offered with emphasis on participation and teamwork, praise and positive affirmation to encourage and motivate active pupil participation and engagement in learning. Pupils’ views are solicited and used in productive ways to inform teachers and school change and provide a more conducive and comfortable environment. Co-ordinated multi-agency support and involvement are provided to support learning needs. The support of parent/carers, the community and local businesses are drawn in as important contributors to a positive and motivating learning environment.
Abstract from an article on a research done by:
Máiréad Dunne, Sara Humphreys and Judy Sebba, University of Sussex
Alan Dyson, Frances Gallannaugh and Daniel Muijs, University of Manchester
For further reading :
http://www.dcsf.gov.uk/research/programmeofresearch/projectinformation.cfm?projectId=14659&keyword=DCSF-RR011
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