Learning & Teaching Goal 3 - Post 1

Context: Gaby & Fishy are team teaching Year 10 French.  The whole group comprises 35 students of very diverse abilities, expectation and motivation.  In Term 1 we were allocated rooms in different parts of the school which did not facilitate team teaching.  We attempted to teach the whole group in one classroom, and this was a disaster.    The physical environment was too cramped, and we couldn't even get to individual students.
Since the beginning of Term 2, we were allocated adjoining classrooms.
What we feel we have achieved this term:

• Whole group listening and some speaking tasks have been successful, with some team teaching.  This enables both of us to assess the progress of student learning and address gaps in learning and student misconceptions. 
• With whole group speaking tasks, we have been able to moderate immediately.
• Differentiation of classes for grammar teaching:  The class of students requiring more support is given more repetitive tasks to facilitate memorisation, while the less supported class is given the option of extension material.  (Both classes do the same assessment tasks.)
• Students have the opportunity to swap classes, according their readiness and continued application.
• At PTCs, students reported positively.  The more supported students were pleased not to be pressured by being with the higher achievers, and felt they were gaining confidence together.  The higher achievers were pleased not to be held back with repetition of work they had already learnt, and were able to ask questions leading to deeper teaching and learning.