Differentiated Tasks
In mixed-ability classrooms, differentiated tasks are essential in order to ensure that all students benefit equally from the learning experience. The Web Dillema task can be altered in a number of ways to meet the needs of both higher and lower-ability students. The Web Dillema has been designed as an extended response utilising source-analysis, with a variety of both higher and lower-order sources provided.
The Web Dillema lists two higher-order sources under the heading of 'extended reading'. Throughout the lesson, it is highly recommended that the teacher walks around the classroom and verbally encourages those students capable of the task to utilise these sources. This is an example of task differentiation that would benefit the higher-order thinkers.
In addition, as the WebDillema contains six sources, including the two extended sources, it is recommended that the teacher allow for a minimum of 2-3 sources and a maximum of 6 sources to be utilised in the extended response. Those students who may encounter difficulties or be identified as less capable than others are to be verbally recommended by the teacher to focus on only 2-3 sources, without using the extended sources, whereas more capable students are encouraged to utilise a higher number of sources.
This is an example of differentiation without specifically ‘singling-out’ students.
Strategies for Communication and Social Skills
The class dynamic ranges from those students who want to participate to enrich their learning experience, students who don’t have a particular interest in the subject and students who do not want to be in the Modern History class. As important as it is to develop the key skills in history, it is also important to address the social and communication skills of the students.
A strategy to encourage communication and the development of social and group skills for students in this particular class is leading a discussion. A discussion is a form of group interaction, where people talk about an issue and analyse and examine different perspectives (Dillon, 1994: 7). Although communication skills as well as interaction skills and cognitive skills are present during discussions, they are not essential or prerequisites to participation (Dillon, 1994:46). This enables all the students to participate. Dillon states that these skills are developed through discussion. Through discussion, communicative competence is developed, allowing students to translate their viewpoint into socially formal language and organise ideas into coherent expressions (Dillon, 1994: 108 &109).
The discussion would occur after the ‘Web Dilemma’ Task, where students have analysed sources to build up an argument about the statement “Terror is nothing else than swift, severe, indomitable justice” (Robespierre, 1794). Do you agree?. With this knowledge at hand, all students will feel confident enough to make suggestions and statements reflecting their viewpoint.
The class will be split into 2 sections, one side agreeing with the statement, and the other disagreeing. With the two groups, the teacher will present this question again to the class onto the board. For the discussion to flow and to allow alls students a chance to participate, the teacher will tell the student that they need to do the following things: Listen while others are speaking and respond when appropriate. The discussion will be conducted in the following form:
- Student – Make statement that contributes to the question
- Teacher – Make statement related to contribution. Good point for praise.
- Student – Respond to statement (Dillon, 1994:79)
The teacher will be required to model discussion behaviour, by not asking questions but rather making short statements in relation to a contribution to enhance the discussion process (Dillon, 1994:70). This makes the discussion more of an interactive strategy for the class as a whole, rather than solely related to the topic.
Reference
Dillon, James.T.1994 ‘Using Discussion in Classrooms’. Open University Press, Buckingham.
