Differentiation in mixed Y1/2 class - any primary teachers?

[gabid]

All parents in our school were invited to observe a lesson in their child's class. I saw a rather teacher centred literacy lesson focusing on reading and speaking. The lesson was well introduced, objectives stated, then a story was read and comprehension questions were asked. Then some discussion and brief pair work on the carpet, asking questions about the story character's feelings - this lasted ca. 35-40 minutes. Then some group work doing the same....

I noticed DS (a young Y1) was not paying attention, even with the TA behind him on the carpet he did not contribute much in pair work, neither did his partner. During group work he sat with a group of 5 Y1 boys, 1 girl and the TA. None of them could ask questions about the story character's feelings, even with support.

I felt DS and the children on his table did not learn in this lesson and were left marginalised by Y2s answering all the questions and giving the impression that the lesson was going well. I asked DS after school and he gave me a brief recount of the story but did not achieve the lesson objectives.

I had a word with the teacher, trying to be diplomatic, I told her what I observed, asked what her expectations were of a Y1 child versus Y2 and how she differentiates in a mixed class. She told me that DS is doing fine but needs to work on his concentration like quite a few others. In terms of differentiation she talked about reading and writing. Shouldn't she differentiate by task a bit more in such a lesson? Not sure whether the children on DS's table understood the story or the group task.

Any primary teachers out there? I am worried DS is left behind in surch a class. I would appreciate your advice.

We have a mixed Y1/Y2 class and the experience you had sounds not right to me. I'm not a teacher in any way, but help out in the class one morning a week, and have observed it for 3 years as my DD and DS have both gone through it.

Whilst the children cover the same project topics, and may well have a short amount of time together at the start of a work session, to get a background on it, they are then divided into their different groups (ability based, largely year based but some slight mixings) and given different instructions on what to achieve from their work, eg. groups 1,2,3 should be writing a sentence about each picture in the story. Groups 4,5,6 should write a description of how you feel the main character is feeling etc.

I've never seen the children on the carpet together for that long at all - I've seen them all on the carpet together for 20 minutes once, and half way through that they got up and did some jumping phonics for a couple of minutes to aid concentration.

Also, even whilst on the carpet the teacher will differentiate between who she involves in what questions/activities. She never just takes answers from the more able Y2's and if she asks an easier question will always choose a younger, less confident child so everyone can get involved.

It sounds odd. At best I'd say the teacher is being slightly lazy and can't be bothered to differentiate and make the lesson as enjoyable and vaired as it could be for ALL the children. At worst I'd say she doesn't know how to teach mixed abilities!

I think your concerns are valid, and would probably ask for an individual meeting with her.

Hopefully it is just a one off and she was favouring the older ones specifically to give a good impression.

If that isn't the case I'd be annoyed and concerned tbh.

suecy - thanks for your reply! I didn't get any reply for a while and thought I was being a bit paranoid. Although, I am a teacher (secondary MFL), I have no experience teaching such young children, and I am greatful for some feedback on how differenciation should work at KS1.

I did spoke to the teacher, however, the lesson I observed was based on listening and talking and in reply to my question about differentiation she explained that she differentiates be outcome, e.g. how much she expects them to write or reading at different levels, which didn't really answer my question. She may have known that this lesson didn't go so well for Y1s and didn't want to admit it in front of a parent? I hope I made her think at least - but from now on I am on the outside again not knowing what is going on. Not sure whether I should take it further and speak to the headteacher about my concerns?

Are you not having a parent's evening this term? I think going to the headteacher may be ott after 1 observation, but if you don't get a PE, could you not ask to book a specific appointment with her to discuss where your DS is at, what his targets are and how he can achieve those in a mixed class?

Hm, we have already had the parents evening and were told that he is doing fine bla, bla, bla.

DS is in a small school and the headteacher is always about and involved, from that point of view I wouldn't find it too ott to just have a brief private chat about what I saw, assuming that it was a one off, aking her how they differentiate in mixed classes.

On the other hand, I asked DS's teacher what she would expect of him in that lesson, but she just told me what she doesn't expect him to do and what nice things he does in mathes etc., initially I came away from the meeting feeling quite positive - but still if literacy lessons like that go on he will fall behind, because we live in a bilingual household and when DH is not around English is not spoken.

I don't want a confrontation just a reassurance that an effort is made to teach all children.