Masterful moves to match mixed abilities

11th May 2012 at 01:00

Chess grandmasters can impress audiences by playing against 30 opponents or more at the same time, and winning.

It is extraordinary to see how they instantly catch up with the different situation on each table, even cajoling slower players who have yet to start a move while they have already worked their way round the rest of the room.

Of course, schools seem to expect teachers to do this every day. Lessons must be "differentiated", they are told, and take into account pupils' varying abilities. Unlike chess grandmasters, teachers do not have the challenge laid out in clear visual form on each desk. They have to store the background to each case in their heads, effectively playing blindfold.

Only one chess player has truly succeeded at playing simultaneous chess like that, and his record-breaking feat in 1960 has still not been beaten (it was Belgian-born George "Kolty" Koltanowski, who, taking a maximum of 10 seconds to complete each move, played 56 games blindfolded, winning 50 and drawing six).

To make matters even more complicated for teachers, they are now also expected to take into account pupils' differing approaches to learning. In the games world, this would be the equivalent of switching from chess to poker to ping-pong as they move between the tables.

But a major reason that differentiation often goes wrong is precisely because teachers can see it as a simultaneous contest. They regard it as something that must be done to every pupil individually, in every lesson, rather than done for the class. Or they think that they must provide different levels of teaching for each group separately. This, as teacher trainer Geoff Petty notes, can lead to disaster, with lower expectations for weaker pupils and higher expectations for stronger ones, consequently widening the gap between them.

What is needed instead are the kinds of challenges that will stretch all pupils to the maximum of their potential, even if these require extra thought to create. So pack away the individual chess sets. A new analogy is needed for differentiation. Mixed-ability volleyball, anyone?

Michael Shaw is editor of TESpro

michael.shaw@tes.co.uk @mrmichaelshaw.

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now