Raising Standards Together

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MEP learning pack

Masters in Educational Practice: Professional learning

3

Research informing practice

3.4

Summary

Key points from this section include the following.

  • Schools in Wales need to respond to a wide range of learners from diverse backgrounds.
  • Differentiation is about how practitioners meet the different needs of learners. They can do so in many ways including varying learning objectives, questioning, tasks, groupings, time, pace and resources.
  • Schools should provide opportunities to personalise learning by building on learners’ interests, developing their say in what and how they learn, and fostering a sense of responsibility for learning.
  • Data can be an important source to inform planning for improvement.

References

  • ACCAC (2003) A curriculum of opportunity: developing potential into performance, Cardiff: ACCAC

     

    Alexander, R. J. (2008) Towards Dialogic Teaching: rethinking classroom talk (4th edition), York: Dialogos

     

    Baars, S., Bernardes, E., Elwick, A., Malortie, A. and McAleavy, T. (2014) Lessons from London Schools, London: CfBT

     

    Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall

     

    Bennett, T. (2013) Teacher Proof, Abingdon: Routledge

     

    Black, P. & Wiliam, D. (2001) Inside the Black Box [online]. Available at: http://weaeducation.typepad.co.uk/files/blackbox-1.pdf. [Accessed 23.9.14]

     

    Boekaerts, M. (2002) Motivation to Learn, Geneva: International Bureau of Education

     

    Claxton, G. (2002) Building Learning Power, Bristol: TLO

     

    DCELLS (2008) Making the most of learning. Implementing the revised curriculum, Cardiff: Welsh Assembly Government

     

    DCSF (2008) Personalised Learning – A Practical Guide, Annersley: DfES

     

    DCELLS (2007) Why consult with pupils? Cardiff: Welsh Assembly Government

     

    DfES (2004) A National Conversation about Personalised Learning, Annersley: DfES

     

    DfES (2006) 2020 Vision. Report of the Teaching and Learning in 2020 Review Group, Annersley: DfES

     

    Dweck, C. (2006) Mind-set. The New Psychology of Success, New York: Random House

     

    Estyn (2011) Supporting more able and talented pupils in primary schools, Cardiff: Estyn

     

    Estyn (2014) Guidance for the inspection of primary schools, Cardiff: Estyn

     

    Gamoran, A. (2002) Standards, Inequality & Ability Grouping in Schools. CES Briefing

     

    Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006) ‘A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning’, in Journal of Educational Psychology, 98, 732

     

    Hattie, J. (2009) Visible Learning, Abingdon: Routledge

     

    Hattie, J. (2012) Visible Learning for Teachers, Abingdon: Routledge

     

    Hart, R. (1992). Children’s Participation from Tokenism to Citizenship. Florence: UNICEF Innocenti Research Centre

     

    Hopkins, D. (2013) Exploring the Myths of School Reform, Maidenhead: Open University Press

     

    Lyle, S. and Hendley, D. (2010) The Teaching and Learning Research Programme in Wales: Improving Learning by Taking Account of Learners’ Perspectives

     

    OECD (2014) Improving Schools in Wales: An OECD Perspective, Paris: OECD

     

    Ofsted (2011) An innovative approach to personalised learning for children in the Early Years Foundation Stage and Year 1 of the National Curriculum: Rodbourne Cheney Primary School, London: Ofsted

     

    Sebba, J., Brown, N., Steward, S., Galton, M., James, M. (2004) An Investigation of Personalised Learning Approaches used by Schools, London: DfES

     

    Spencer, V. G. (2006) ‘Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature’, in Behavioral Disorders, 31, 204–222

     

    Sukhnandan, L. and Lee, B. (1998) Streaming, setting and grouping by ability, London: NFER

     

    Watkins, C. (2011) Learning: a Sense-maker's Guide, London: Association of Teachers and Lecturers

     

    Washburne, C. (1953) ‘Adjusting the Program to the Child’, in Educational Leadership, Association for Supervision and Curriculum Development

     

    Welsh Assembly Government (2008) Research into Children and Young People’s Participation in Wales: the benefits of participation, York: York Consulting Limited Liability Partnership

     

    Welsh Assembly Government (2010) A curriculum for all learners, Cardiff: Welsh Government

     

    Welsh Government (2011) Children and Young People’s Experiences of Pupil Voice in Wales, Cardiff: Welsh Government

     

    Welsh Government (2014) Schools Challenge Cymru: introduction for Pathways to Success schools, Cardiff: Welsh Government

Further reading

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