Using parameters in maths to scaffold and adapt
I have previously written about what differentiation is versus what it isn’t. I thought I would share another method I use regularly in my maths lessons to ensure that I am meeting the needs of all pupils whilst allowing them access to the same learning. If you are interested in finding out more about this, please think about getting a recording-only ticket for the #PrimaryEssentials conference where I have discussed this in more detail.
The National Curriculum tells us:
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace…when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Scaffolding and Adapting
Scaffolding is a process of increasing or decreasing the support in a task to enable pupils to access it with the appropriate level of challenge.
Lev Vygotsky was a cognitive theorist and psychologist who conducted research into the learning process. He developed the idea of the Zone of Proximal Development. This zone is effectively a gap between what has already been mastered by pupils and what he or she can master when support is provided.
By providing the right amount of support, and this varies between different children, pupils can be taken beyond what they have already mastered (in the blue zone) to maximise what they can learn at all times (the green zone). This doesn’t only apply to new concepts. It also might include pupils going over what they have already been doing/consolidating with gradually reduced scaffolding.
The key being to keep the level of scaffolding appropriate to ensure pupils are in their zone of proximal development.
As I have said in a previous blog: as teachers, we need to pitch our teaching, questioning, and tasks at the appropriate level for our pupils. Tasks need to be selected appropriately so that all pupils face the correct level of challenge.
Creating Parameters
A way this can easily be done within maths lessons is by using parameters. The original task is open-ended, it can be completed quite procedurally without providing challenge for higher attaining pupils so this is where we can start adding parameters. Start by adding them one by one. You could also begin to add parameters that are impossible and allow the pupils to investigate and reason as to why that is the case.
We can also use parameters to make the task more accessible so it is another level of scaffold and allows them to engage with the task. They can also be used to guide a pupil’s thinking and allow them to think in a particular way e.g. systematically.
Within the classroom, all pupils could be taking part in this task but the parameters for pupils will differ based on their individual needs.
Here is a task that could be used within a Key Stage One classroom. In the same way, parameters can be used to support, challenge, and extend. Again this has a fairly low entry point. If pupils have already made division and multiplication links then they may already begin to spot solutions and patterns.
However, this can also be accessed by all pupils via concrete materials. It is important to remember when pupils are taking part in maths tasks that manipulatives or pictorial representations can be used to support all pupils not just those who need additional support. Having access to multiple representations will allow pupils to make connections which will only strengthen their understanding.
In Reception class parameters can also be introduced but this would primarily be done in a verbal capacity and doesn’t need to be through a written method.
#PrimaryEssentials
If you would like to hear more about this and other forms of scaffolding and differentiation in maths please do come along to #PrimaryEssentials on Saturday 8th May 2021 where I will be delivering a session focussing on this area.
This conference is being curated and organised by myself and Amjad Ali for Primary School teachers, Middle and Senior Leaders, PGCE students, NQTs, Teach First, RQTs and anyone else thinking about getting into teaching!
There will be a range of sessions to choose from, covering essential skills and knowledge in teaching and learning; reading for pleasure, writing, retrieval practice, barriers to learning, equality and inclusion and much more.
Featuring a very special welcome from Mary Myatt!
Speakers include: