Improving Differentiation in Business Education Meeting Learners' Individual Needs Success for All

Teaching Business & Economics, Summer 2005 by Turner, Sue

Improving Differentiation in Business Education Meeting Learners' Individual Needs Success for All

Produced by the Department for Education and Skills Standards Unit and available free to all schools and colleges www.successforall.gov.uk

The materials in this set of resources are intended to support continuing professional development. There are two packs, one a guide for teachers, trainers and managers, the other a set of materials for learners demonstrating practical differentiation. The fact that 37 schools, colleges and training establishments are listed as having helped to pilot the materials is indicative of the sheer volume of the work produced. I first became aware of the packs when called to the school entrance to remove an obstruction; the obstruction was caused by a sizeable parcel, which turned out to contain both packs and required the exercise of considerable muscle power for transportation to the Economics and Business Department.

At first acquaintance, the packs can be somewhat overwhelming in their range and lay-out. For most busy teachers, the lesson plans and activities themselves will be of greatest interest. For completeness, the hard copy ring-binders are backed by DVD, video and CD Rom. It is apparent that a very considerable amount of work has gone into the production. For this review I will concentrate on the teaching materials. However, before doing so, the issue of differentiation itself merits a few words. The CPD pack both defines the term in detail and provides a rationale for using differentiation in teaching, before suggesting how techniques such as questioning might best be used. In my experience, differentiation is a difficult concept at the chalk face; when mentioned it tends to cause a degree of consternation at the sheer task of providing a variety of tasks, assessments, learning styles etc to meet every need. The definitions provided reinforce this feeling: 'the process of identifying with each learner, the most effective strategies for achieving agreed targets' or 'selecting appropriate teaching methods to match the individual student's learning strategies within a group situation' or 'provide an environment in which all learners have the opportunity to experience success'. The lesson (or session) plans aim to provide models of how to turn these definitions into practice.

There are ten teaching and learning sessions with plans, commentaries and covering a range of business topics, some of which are seen as 'difficult' or 'boring' to teach. Case studies describe how the materials were used and give responses from teachers and learners. The following will give an idea of the range:

Market Research (for AVCE or AS Business Studies). The session plan includes buzz groups, group feedback, categorization, paired learning, directed questioning, graduated questions, peer assessment supported by handouts and cards for the classification exercise. Phew!

Balance Sheet Bingo (for most Business courses where this topic arises). As the name suggests, bingo cards are provided containing items from a balance sheet. Definitions are read out randomly from the teacher bingo sheet, first learner to complete their card wins or learners can work in pairs. Backed up by directed questions. Probably best used for revision or consolidation.

Fuzzy Finance (for learners on NVQ Level 2 programme). This is a variant of the good old fashioned fuzzy felt game, where more modern magnetic strips are used to build up a picture of double entry bookkeeping and the basics of a balance sheet. Magnetic board and strips with terms provided. Teachers might want more than the one board provided in the kit.

Critical Path Analysis (for students of A2 Business Studies) Building a critical path through supported activities. Cardboard nodes, arrows etc. provided.

What struck colleagues was not in fact how different the activities are. In fact, they are just like strategies we have used for a long time. The difference is that while we have used postits, felt pens and coloured paper and card, these materials arrive ready-made and rather more slick, with suggestions for interactive whiteboard. Certainly they look very attractive, not to mention expensive. Most are easy to use, though even easier were the instructions included in the activity pack rather than in a separate ring-binder. They can, as the pack suggests, be adapted to one's own pupils. The good news is we have decided that we've all actually been differentiating in our classrooms, sometimes calling it active learning. It seems to mean using methods which allow all of our students to participate successfully. While not complacent, we feel rather reassured!

For most Business departments, it will be worthwhile having a copy of the standards unit pack. However, as the pack makes clear, the real purpose is to improve classroom practice and encourage reflection on techniques to facilitate participation by students of all abilities and backgrounds: in other words, a tool for departmental meetings or staff inset. It should be seen as this, rather than as a traditional source of lesson materials.