Narrowing the Gap
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Authors
Shirt, Gill
Issue Date
2010
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to use data to personalise learning for more students and to narrow the gap between the attainment of disadvantaged and vulnerable pupils and their peers.
Aims: The main aim was to use data to personalise learning and narrow the gap between the attainment of disadvantaged and vulnerable pupils and their peers.
Methods: The participants included the Head of School Improvement, Headteacher, Middle Leader, National Strategies Consultant, Senior Leadership Team, School Improvement Partner, Subject Leader, Teacher, and students. Methods used included staff training in inclusive quality first teaching, re-grouping learners into needs-based focus groups, creating a data dashboard, providing mentoring, lesson observations, data tracking systems, and personalised focus sessions.
Findings: The main findings are that personalisation of learning, use of data, and proactive intervention strategies have led to improved learning outcomes, increased teacher engagement, and better school organisation and leadership.
Implications: The findings suggest that personalised learning, data tracking systems, and proactive intervention strategies can lead to improved learning outcomes and increased engagement from students. These strategies can help narrow the gap between disadvantaged and non-disadvantaged students.
Aims: The main aim was to use data to personalise learning and narrow the gap between the attainment of disadvantaged and vulnerable pupils and their peers.
Methods: The participants included the Head of School Improvement, Headteacher, Middle Leader, National Strategies Consultant, Senior Leadership Team, School Improvement Partner, Subject Leader, Teacher, and students. Methods used included staff training in inclusive quality first teaching, re-grouping learners into needs-based focus groups, creating a data dashboard, providing mentoring, lesson observations, data tracking systems, and personalised focus sessions.
Findings: The main findings are that personalisation of learning, use of data, and proactive intervention strategies have led to improved learning outcomes, increased teacher engagement, and better school organisation and leadership.
Implications: The findings suggest that personalised learning, data tracking systems, and proactive intervention strategies can lead to improved learning outcomes and increased engagement from students. These strategies can help narrow the gap between disadvantaged and non-disadvantaged students.
Description
Keywords (free text)
Secondary education