I think people have the view that students in the middle seem to get neglected. However, this could sometimes be down to the personality of the student, so it is down to the teacher to promote inclusivity. Thats why a teacher is supposed to build in differentiation and different assessment methods such as q & a so some questions can be asked to the quieter students and everyone is included. Having said this, my personal view is that the majority of the 'middle ability' do get neglected, as Gina said the lesson capable get support and the more able get the praise!
I also believe the students achieving acceptable good grades often get overlooked with regards to teachers striving to further excel their understanding and thought processes in order to achieve that bit extra which makes all the difference. Surely Aimee's comment above, regarding trips out for the bright or the under achieving student, does not provide equal opportunities and inclusivity to all students? Is this not, what educational authorities frequentely quote in policies, procedures and mission statements?
During my teacher training I was involved in a group discussion about this subject. Consensus opinion amongst fellow teacher/trainees whereby it was easier to set-up for middleman .. then have material to support lower levels and challenge extended learners.
The only other plausible option was to run completely separate lesson plans/aims for each level which although nice on paper, would prove very hard to do day-to-day.
Hi Ellie, this sounds like that classic school report of students in the middle that reads "doing fine but could do better" and then left there in this category until school finishes. I think students react differently to different ways of teaching some need more one on one while others are quite happy to follow a broader guiding hand. It might just be a case of motivating students to get involved in the learning. It is something I've started to become more aware of in my PGCE as we get further in and trying to come up with strategies to cope with these different levels of learning. Sometimes I think i am just reacting to how students have been taught or treated at school before they come into FE.
Your point is very valid about not being able to form lessons plans for every single type of learner within the class, all achieving at different rates and in different stages. I feel it would be totally impractical to be able to do this from a teachers perspective. However, is this not want differentiation is meant to achieve within lesson plans? For example, All students will be able to ... most students will be able to... some students will be able to ... ? by the end of the lesson, to check the lesson aims and objectives were achieved?