I’m a big fan of the #teacher5aday hashtags and discussion of work-life balance on Twitter that I’m always talking about things I’ve seen online or great little ‘tweaks’ that make life just that little bit easier. I’m going to attempt to recap some the great advice I’ve been given for work-life balance (both in person and online). Whilst I’d love to take credit for some of these ideas, they’re just a mix of things I’ve thought about and things I’ve picked up along the way.
“Inspectors reported concerns about Key Stage 3 in one in five of the routine inspections analysed, particularly in relation to the slow progress made in English and mathematics and the lack of challenge for the most able pupils.” (Ofsted, KS3 ‘The Wasted Years’, 2015)
When I trained, the common approach to differentiation was to teach to the middle, stretch the top and support the bottom. The (anecdotal) result? Lots of time-consuming creation of single-use resources, extension tasks that lack rigour or provide ‘more of the same’ or support pathways that remove the complex thinking – and that’s before you have to cater for the range of learning styles in your class! As a trainee teacher in an era when teachers were told ‘Ofsted want progress every 10/15/20 minutes’, it felt like there was a perverse incentive to make the visible learning as easy as possible to show.There were weeks where I’d spend hours making different worksheets for different tables, parallel tasks and card sorts that I’d tell myself I’d use again (but inevitably wouldn’t).
Then I was given the piece of advice that changed my approach to differentiation (and workload): a resource should never take you longer to make than the students to use.