ning or support. This definition is somewhat different to SEAC definition mentioned above.
Focusing on differentiation by task, this paper will examine the role of 3 tiered worksheets e.g. mild, spicy and hot and evaluate the usefulness of them in a primary classroom. This paper will consider the pros and cons of pupil choice during the task section of a class, the concept of challenge during a task, fixed and growth mindsets and ability labelling. The author has made observations during a placement at a school and will draw upon these throughout this paper using the term school A. The author will conclude that to maximise student learning the activities chosen by the teacher should be personalised to their set of pupils and that differentiated worksheets are an essential part of the task process. Section 2 of this paper will assess the effectiveness of pupil choice and its impact on learning and how to create the best environment so that pupils make relevant learning preferences to suit their needs and learning style. Section 3 will seek to understand how varying levels of challenge influence learning preferences and consequently lead to a change in self-esteem and confidence. Section 4 will give sufficient consideration to fixed and growth mindsets and ability labelling. It will evaluate these seminal studies, reflect on their influence on pupils choice of task and therefor their relevance to pupil’s learning.
2- Pupils’ choice.
Bartlett has proposed that differentiation by task is where we give pupils different tasks (but the same type of activity) to complete according to their ability. For example, this may be three separate worksheets that target low-, middle- and high-attaining pupils (commonly seen in classrooms). All may encompass the same overarching learning outcome but this will be achieved at different depths (Bartlett, J 2016). An alternative interpretation comes from Nancy, who has suggested that ‘Differentiation by task is a combination of providing a variety of activities through which students can engage in learning, teaching students to self-assess and make appropriate decisions about their learning, and allowing students to make choices and have some control over their learning ‘(Nancy, S 2013) Bartlett’s theory makes no attempt to differentiate between different types of learners by giving all students the same type of activity just at different levels, whereas Nancy’s study suggests that learning preferences should be considered in order to engage students. Previous studies by Pritchard advocate that ‘Learning preferences refer to an individual’s preferred intellectual approach to learning, which has an important bearing on how learning proceeds for each individual, especially when considered in conjunction with what teachers expect from learners in the classroom’ (Pritchard, A 2005) Choice is another slant on the notion of preferred learning styles that has a bearing on how learning progresses (Pritchard, A 2005) The term ‘learning preferences’ has been used to refer to the conditions – encompassing environmental, emotional, sociological