Planning to Support
Mixed Ability
Teaching
Sharon Gunn
SDP Coordinator
Background in Mixed
Ability Teaching
School opened in ---- Broad banding
 1998 Switch to Mixed Ability
 Ongoing evaluation of Mixed Ability
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Design of Whole-School
Approach to Mixed Ability
Teaching
Review in 1998
Mission
Vision and
Aims
Evaluation of
Mixed Ability
Ongoing
Implementation of
Mixed Ability
SPHE Programme
Closely linked to our Mission
Statement
 Our wish is that …’our students leave
us with a positive self-image, with the
skills and attitudes which will enable
them to make a positive contribution
to an ever-changing society.’
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Class Organisation
issues…
Class Group 1
Concerns about inferiority complex/
poor self-image/ low expectations/
discipline issues/ motivation issue
 Sense that we were doing this group a
disservice
 Since Mixed Ability we no longer have
a ‘Problem Class’ & discipline issues
are diluted.
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Class Group 2
Misplaced students not catered for in
Higher level Maths/ English/ Irish
 Extra classes offered by concerned
teacher
 Need therefore to address this issue
of access
 Result: Mixed Ability has allowed us to
offer all subjects to all pupils
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Planning for Mixed Ability
Teaching
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Inservice prior to decision (establish the
rationale)
Subject departments used to working with
one another (work through concerns
together/ share materials & methodologies)
Tutor System (monitor student
achievement through attendance & Journal)
SPHE Programme promotes positive selfimage & tolerance of difference
Learning Support initiatives
Role of SDP Coordinator
Support Subject Departments:
Timetable inservice/ department
meetings
 Provide evaluation materials &
encourage dialogue on teaching &
learning issues
 Facilitate end of year subject planning
day
 Communicate with Student Tracking
POR
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Mixed Ability
Teaching pupils of different learning
styles with different levels of talent,
knowledge, speed and
motivation………
The Teacher:
Planning challenges
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Can involve extra planning for the teacher
Involves planning for all learners
As awareness of all types of learner
develops the task gets easier as resources
build up over time.
Challenge is to engage the better able and
maintain the interest of those who struggle.
Differentiation is the key
Differentiation
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How does it work?
Differentiation - the merits…..Variety of stimulus/
encourages a number of ways of approaching the
same topic so that all learners gain/ encourages
innovation/ encourages peer mentoring.
Differentiation can occur: by resource/ by task/ by
outcome/ by classroom organisation.
A move away from teaching ‘to the middle’ by
employing good teaching methodologies.
Class Plan for MAT: German
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Core information: Learn vocabulary (Draw a
picture/ word search/ crossword/ hangman)
Must know
Developing the skills of sentence
construction (mix & match exercises/ pair
work conversation) Should know
Look for deeper understanding (reading
comprehension/ application of grammar
previously learned /ability to express own
ideas in writing) Could know
MAT techniques
Questioning (open)
 Self-marking
 Role play
 Use of homework for extension
exercises.
 AFL inservice provides useful support
for MAT.
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Maths
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1st Year: Mixed Ability
Set number of topics covered with all classes
‘Wouldn’t have it any other way’
‘No problem getting the course covered’ (McGarry 2006)
2nd Year: classes are set based on the results of a
common paper at the end of 1st Year
Range of questions on the paper i.e. it is differentiatedbuilding in opportunities for success
Motivation
Success Experience
Can do attitude
Positive reinforcement
Assessment
Differentiation by outcome: Pupils do
the same task with the same
resources but the teacher’s
expectations for each pupil will be
different and will be reflected in the
marking.
 Differentiated worksheets: pupils are
given the same worksheets containing
gradated exercises.
 Differentiation by task: Pupils do
different tasks with different
resources.
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Supporting MAT
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Student Tracking POR
SDP Coordinator
Effective Subject Departments: Reporting
structure/ shared resources
Inservice to refresh/ remind/ revise
Learning support initiatives: Team teaching/
SNA s support classroom teaching
Induction of new staff
End of year subject planning day/ annual
evaluation
Support/Inservice can…
Help initiate the exploration of Mixed
Ability Teaching
 Update methodologies
 Refresh the approach
 Help us assess our effectiveness at
what we do.
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Agenda for Subject
Departments
What were the desired outcomes for
MAT?
 Have they been achieved?
 Have results changed/improved?
 How do departments organise the
ability of students for teaching and
learning and how are students
grouped in each year group?
 What values are behind these
decisions?
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Workshop 1
What structures do you have in your
school to support Mixed Ability
Teaching at the moment?
What steps do you need to take to
support effective introduction of mixed
ability teaching?
Workshop 2
Evaluating mixed ability teaching:
 Identify indicators of success in
relation to mixed ability teaching at
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whole school level
at subject department level
Initiatives for evaluation of
student achievement
1.
2.
3.
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6.
Look at results – student tracking (POR)
Better use of available data: using it
proactively
Template to identify the
achiever/underachiever
Formative assessment in first year
Subject department questionnaire
Student questionnaire: What Qs might
give clues about the value of MAT
Mixed Ability 10 years on…
Concerns about high achievers
 Student tracking
 Social benefits: no ‘problem class’
 Educational benefits: equality of access
 Discipline issues have been diluted
 Recent AFL inservice maintains momentum
 Regular evaluation