When i was at school i was great at be consistantly average in EVERYTHING!! I'd put my head down, try my hardest and come out with a reasonably acceptable grade. Around me, i'd see people with learning difficulties getting extra help or the A* students getting praise and extra info for their superlative work.
There is a definate danger of the medium ability students falling through the cracks because, while they don't present an immediate problem, their grades are satifactory enough to not cause concern.
They can do better if the help is there!!!
I really do!
I know it's hard for a teacher to reach everyone, especially if your classes are so giant. But in high school and sixth form, i NEVER had tutorials! Didn't even know what they were until under-grad!
I think this would be a very effective way of keeping up with everyone's track record. Implimenting tutorials from the earliest stage possible.
It might be time consuming, but i think it would work!
I was mainly a B student at school, so it was ok and not until a friend's parent spoke to the teacher of our Physics lesson and told him that the three of us needed more focus from him and that it was seen he would concentrate on the brightest in the group (liked chatting to them about ideas regarding the subject) and we would be an after thought near the end of the lesson, did he change his behaviour. He would then see how we were getting on and explain things again if we weren't sure and I went to the top of the class, just by him explaining something in a different way, which didn't happen before as there was never any time.
Students don't always know how to ask for help or they can be shy about asking, so if teachers can see all the students, then if a student is doing fine and doesn't need help then at least you know and more time can be spent with students who do need it.
I think that you are right, there is definately a danger in some circumstances of students that are in the middle getting neglected to a certain extent, i also think that in some cases the more excelling students are left out because the teacher will put more time into learners that are struggling in order for them to pass the course. However the use of ILP's (individual learning plans) is a good way to ensure the lessons are made inclusive with basic activities with extension tasks put in place to ensure steady progression for all levels.
Here's a link which has some information which looks at ways to involve inclusion for a curriculum for all learners age 3-18 of different abilities.
Hi Ellie, I see what you're saying. I guess this is where ILP's or equivalents come in and as I mentioned before the use of formative assessments. It is important to not only consider the assessment itself but also feedback given to the learners.
Throughout my college and uni education I made tables of aims (what I want to improve upon, how I plan to achieve it, when I plan to achieve it by...) all of which I took from feedback given to me by teachers and peers and my own opinion. They would then be handed and marked.
I too would say I was an 'average' student, and this worked really well for me. Encouraging learners to take on the evaluation of their own progress rather than relying on teachers is something that I think should be more common and start from an earlier age. It may just be a performing arts thing but since college I have considered all of my work from the point of view of strengths and weaknesses and my teachers have done so also.
Do you think this could be an inclusive way of checking on the middle man, and everyone around him?