Why extension work in science is often a bad idea – Part 3 of my researchED Rugby talk

If a child has got a question wrong, we want them to improve their knowledge until they will get that sort of question right. Great. We can do reteaching and intervention questions in purple. But what if they get all the questions right? You can’t be any righter than right, if the answer’s 12V then you can’t make it more 12Voltish. Extension work, of course, is the answer we are given. But I’d like to question the value of extension work too.I’d like to make it clear here that I oppose differentiation as a forward-looking element of planning. I never ever want to plan an activity for Little Sammy to do because he’s bright but Little Katy won’t get on to that because she’s slow. But we do need something valuable for pupils to do when they’ve got everything right – when they’ve “mastered” the area, while others in the…

View original post 678 more words


About teachingbattleground

I teach
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s