Differentiation in maths - how is it meant to work in practice

[pollyannagoestotown]

What range of differentiation actually happens in a class - do children end up doing different work, or just extra stuff once they have all done the initial work set.

Just how different can the work set be. For example if they are working on number bonds to 100 and some children are struggling, and others have had them figured out for years, what should the children who have figured them out expect to be doing?

In DD's school some parents have clearly complained that their children need to all be doing the 'same' work - which is what the teachers stressed at the intro meeting at the start of term - the only difference is that the bottom group get the TA and extra assistance while covering exactly the same work. Fine in theory, but it doesn't seem to be great for the kids that are bored or stretch those who are into maths.

The range of abilities is children who know all their times tables at speed, to ones still struggling with x2; some who have completely got place value and some who haven't at all etc.

I would like to know if I am being unrealistic in hoping they could all be challenged. And if I am being realistic, how does differentiation actually work in practice in your school. Specific examples of how this should work would be wonderful as at the moment they all do the same sheets, but the most able table gets less help / teacher input, and then there is a corner to go and do puzzles if they finish. I am told that this is ideal differentiation?!

Sorry for a mammoth post but I don't want to drip feed and I need specific advice.

Sorry I should have added that I am on about Year 4 if that makes any difference.

Dd's year 5 is 2 form entry and both classes are mixed for maths. Then they are further split into 4 tables within each class. Before each topic a test is taken which decides who sits on which table then after the topic is finished the same test is taken to see how they progressed.

I work in ks1 and we split the groups into 4 tables. They all experience the same teaching at the start but the practical work is pitched differently.

It totally depends on the levels and abilities of the children you have. What's the point in getting a child to order decimals to 2 decimal places when they can't reliably count in tens, etc? Last year my year six class ranged from L1-L6 and it was HARD, even with a TA.

In terms of work differentiation I am fighting a real battle with several other members of school who are stuck in the mindset of "this table do this task, that table do the same and then this extra sheet."

IMO, good practice allows children a degree of choice as to where they begin working, and they need to know it's ok to try the challenge above/below if they're not sure. They also need a chance to investigate ideas and NOT always get it right/find a definite answer. Furthermore, everyone has access to the highest challenges and it's always a pleasant surprise to see a lower level child "getting" something and pushing themselves on further than expected.

Current class are loving this freedom and not one so far seems to be taking the mick and picking the easy work every time. Luckily they only range from L3-5 so it's easier to manage.

Hope this is of some help - it's just how I find works best.

All children should be challenged. A quiz at the end is crap.

Differentiation might not mean different work, it can mean differentiation by support or by using different equipment. If children are repeating work they can do, it's not really acceptable and is a waste of their time.

for example. Let's say I was doing a lesson on grid multiplication, obviously I can make the work easier or harder by the size of the numbers used or by giving questions with decimals for more able pupils. I might give some children cubes or other apparatus and I might deploy a ta.

So:

Group 1 multiplication using 2 and 10 times tables + counters and grids + TA

Group 2 multiplication using 2 and 10 times tables + counters and grids

Group 3 multiplication using all tables + counters and grids

Group 4 multiplication using all tables

Group 5 multiplication using all tables and decimals to 1dp + teacher

Here the counters and grids allow the children to work out the answer using equipment before writing it down. Other children would be able to do it in their heads.Obviously the jumps between groups could be much subtler or much greater depending on the children.

My class certainly don't all do the same work in a lesson. They work towards a similar objective, though.
We work with small groups, so I might teach one group, while the others get on with different tasks. We aim to include a practice and a problem solving task in each session, but sometimes mine just need more practice...and then do the problem solving activity the next day.

Example of that would be (I currently teach Y6):
One lesson objective last week was "rounding numbers".
First, I worked with my top group on rounding decimals to different decimal places, whole numbers, etc. We then extended that to rounding to significant figures (using BBC GCSE Bitesize as an introduction and then moved on from there).
At the same time, my first middle/lower group were working independently with a partner, using task cards (question is on the card, they find the answer themselves, then compare with their partner and discuss if they have a different result) and an answer station to check, if unsure. They were mostly working on revising rounding whole numbers to the nearest 10, 100 and 1000 and basic decimals to 1dp.
Once I've taught my top group, they go off and complete their task. In this case, they were working from a KS3 maths textbook, before moving to a problem solving activity involving rounding.
I then took my middle group, we had another look at some of the questions they had struggled with on their cards, revised and filled any gaps. Then I moved them into rounding decimals to one or more decimal places. They practised this in the following lesson.
My other middle/lower group were working with an LSA, revising how to round whole numbers and basic decimals, before completing an adapted task card activity under supervision and with support. LSA stayed with them for the entire session and supported the problem solving task at the end.

Which group works with my LSA (she's only supporting two sessions a week), depends on who needs support, consolidation or extending. Sometimes, she'll be with my top group, middle group or lowest group. Other times, she'll have a mixture of abilities, but perhaps all my girls, who lack confidence with a certain concept. She might get my top boys, to boost them further.

When mine are completing practice tasks, they generally get a choice between three tasks, with different levels of difficulty. This is the same set for my lower/middle group (I mix them, because I don't like the idea of putting all the lowest attaining children at one table) and my higher group get a different set of tasks. This means, there are usually about 6 practice tasks for them to choose from and one problem solving task for each larger group (middle/lower and higher). They can freely move between the practice tasks, but most of them are pretty good at choosing the most appropriate one by now.

My dcs are at a single form entry primary.

Youngest is year 3. The class has three main groups, across five tables. Each group has differentiated work, and each individual child has their own target. So, place value _ one group will still be on basics, the higher ability children are adding 4 and 5 digit numbers etc.

Eldest is is year 6, and has covered year 6 work for past two years. He is working with a small group, within his class, on extension work, which is completely separate from main class.

Ideal differentiation is children doing work at their level.

So for example, in dds year 1 class last year. The subject may be number bonds. They do a whole class lesson reminding them of bonds to 10. Probably uses the interactive whiteboard and has a game or something. Then there are 5 groups.

bottom group does number binds to 5. Uses cubes to count, very hands on.
top group is doing number bonds to 20, and is all written, so choosing cards where it says
18+ 2 =

The 3 groups in between are all doing different stages of it, so one may be using cubes and adding to 10, next may be without cubes, next adding to 20 with cubes.
Sorry, very simplistic example, but you get the idea.

So the theme is the same. Task is different, expectation is different.

If the top group had to do the middle group task they would be bored and wouldn't get enough time to do the more stretching activities and the bottom group wouldn't be able to do them at all.

Some wonderfully helpful posts to wake up to. Thank you!

Specific examples really do help as I am repeatedly told it is all about reinforcement of concepts. So multiplication arrays are being learnt using 3x4 etc for everyone. And apparently this is incredibly exciting according to the teacher! On the plus side, it is less drawing, but not remotely challenging for some of the class .....

Thatssofunny I can't even imagine her school using a KS3 textbook for year 6 which is actually quite depressing. They think they are doing well if the kids are meeting the expected level each year.

Do any teachers know about the exodus maths scheme text books which they are following en masse to the letter plus conker maths for KIRFs. The latter seems pretty good.

Thatssofunny I can't even imagine her school using a KS3 textbook for year 6 which is actually quite depressing. They think they are doing well if the kids are meeting the expected level each year.
I'm happy, if mine meet the end-of-year expectations. I want all of them to be at least a L4 by the end (about 50% have a L5 target, but there are always some weaker ones). However, my class are quite able in Maths and I really enjoy teaching it. Getting KS3 textbooks was one of the first things I did for my (then Y5) class when I started. We've got a variety of sources and I don't just follow one scheme. They don't always get textbook work, either.
What are the multiplication arrays for? They are a KS1 thing, aren't they?

At present DS is in yr6 in a three class intake school & the school takes a 'worksheet plus' approach. So DS, good at maths table, got 3 worksheets to complete, middle ability got 2 worksheets & an example one to follow and those needing more help got the teacher helping their table. All on same topic. For true differentiation they have to attend the lunchtime maths club .

In yr4, at a one class intake state primary, there was some of the above but he was also participating in two sessions a week where the work was completely differentiated. Often word based numerical problems rather than straight calculations. (Sorry if I've mangled the jargon.)

polly - ds was year 6 last year. The top group had extra teaching in a separate group to cover the level 6 stuff which they were able to do, but wasn't covered in normal lessons.
This is becoming standard in England as they are expected to stretch the top children properly.

Maths scheme books should not be followed to the letter. And just because you are in eg year 2, it doesn't follow that you are on the year 2 book. You may need to still be on the year 1 book, or already be on the year 4 book.

Spooky - I nearly posted the same question last week! I have a DC in a single class per year primary, and although the teacher's letter to parents at the start of term talked about ability groups and carefully defined targets, in practice it sounds a lot more like iseenodust's experience. DC simply gets an extra worksheet to do if he finishes the set work for the group, but it is more of the same. So if the group activity has been adding / subtracting single digit numbers, then he gets more of those kind of sums to do. There can only be so many surely! But I don't see how this is really differentiated learning - or an incentive for him to make any effort. A questions for the parent-teacher meeting perhaps

Did anyone else think this was going to be a thread about calculus?

work - no that isn't differentiation, if they have been practising adding single digit numbers then the follow on sheet should have them adding 3 numbers, or adding 2 digit numbers, or adding repeated numbers in patterns and asking them to spot the pattern.

But if the middle group is at the level of adding single digit numbers, then the top group can probably already do that and needs a quick revision and then move on. Otherwise they are going to get bored.

And I bet the bottom group is struggling to add their 2 digit numbers as the activity is too hard.

Sanity, I was about to say we didn't do differentials in primary!

Me too. I was thinking, crikey, differentiation at primary, whatever next!

Only reason I clicked on the thread.

How could you not differentiate though? We have children that are struggling with counting to ten and children who comfortably work up to 100 and can. Out in 5s, 1st and 2nd. They are all,exposed to the same teaching but there would not be one task you could give the whole class without letting a lot of them down.

Is it the case that even within certain ability groups some children will find particular topics more difficult than others and that perhaps the groups need to be more fluid at times.

I also worry that there is less emphasis on stretching those in the middle who have reached the required national level to achieve more. Certainly in DDs Y6 class those currently at level 5 are having extra maths lessons to ensure they are being stretched but where are the extra lessons for the level 4s? I'm all for differentiation but as long as everyone is getting the same opportunity to achieve their best.

It is also unhelpful that everyone is just pigeon holed in these groups of top, middle and bottom and de motivating for DD when the teacher sets work and her friend says 'oh you only need to do the easy level 4 work but I'll do the harder stuff because I'm in top group'

shebird, when it is done properly, every child should be stretched. The old national curriculum (it has just been changed, so new is different), the old one said that every child had to move 2 sub levels on per year. So every child has to be taught properly and challenged to move on their 2 levels, whether your starting point is level 4c or level 5c. There isn't a required level for the class where they can stop.

Ha ha ha - sorry, opened this thread because i thought 'which primary school is teaching differentiation at primary level - surely thats A level stuff ?'

as you were