Teaching across the Band Levels

Written by Jesse King

Charles Darwin University

S193157

Teaching across the band levels 1

Written by Jesse King
Charles Darwin University
S193157
A Modern day classroom contains children from all walks of life. Some are

privileged, some are not. Some are gifted and some need to work hard just to grasp

the concept. In any classroom in Australia you would be hard pressed to find a year

group of children who are all academic equals. As nature and environment would

have it, children develop both physically and mentally at different stages in their life.

It is only common sense to know that as a teacher in today’s world you are going to

be teaching across a broad range of levels within a group of twenty-five students.

Teachers are required to engage students at the level their age and current curriculum

document suggests they should be at, guide and extend gifted students and grow and

nurture low-level achievers. It can be quite a juggling act. This essay will highlight

the current problem in the Northern Territory of the broad range of learner ability and

some strategies designed to assist the teacher in dealing with this current education

dilemma.

Each State and Territory in Australia has a standard Curriculum Framework (CF).

CF’s contain the guidelines that schools and teachers must follow as set by their

Department of Education. CF’s detail the levels students should be achieving at,

indicators to prove this, essential learning’s that need to be developed and the

progression in a student’s school life from preschool to grade 12. One example is the

Northern Territory Curriculum Framework (NTCF) which contains eight different

stages in a child’s development. Students are traditionally expected to progress

through each level in the NTCF every two years. Students begin their school life at

Key Growth Point 3 (KGP 3) Emerging and should finish Year 10 as Band 5 Solid.

Teaching across the band levels 2

Written by Jesse King
Charles Darwin University
S193157
With the current Australian Government investing in an “Education Revolution” a

more standardised system is being developed. Brady and Kennedy (2009) argue that

while government funding brings in more funds, it also creates more scrutiny. This is

the reason for current standardised testing and the 2011 National Curriculum

Framework that will be implemented into schools. Every school in Australia will be

following the same framework and students will be tested against the same criteria the

country over. This enables students learning to be monitored and compared nationally

and creates more accountability for the school and ultimately the teacher.

Learning is an ability that is unique to each person. There are a plethora of learning

theories that have been developed by scholars over the last century that aim to

explain, describe and frame how people learn. Each classroom in Australia is going to

have a mix of learning styles, with each individual student at different stages from the

next. Currently, student reports often display three stages that students are achieving;

achieving below expected level, achieving at expected level and achieving above

expected level. When the NAPLAN results are made available to students and

teachers, it is often found students in one class room can be separated by up to four

different band levels across the different area’s of assessment. As teachers plan their

unit, contingencies are needed to build lower order students up to their expected level,

extend their higher order students and give every student the best possible chance of

achieving the outcome. Teachers will often find a big part of their classroom

management plan is how to spend the maximum amount of quality teaching time with

students.

Teaching across the band levels 3

Written by Jesse King
Charles Darwin University
S193157
In theory, each student should get the exact amount of teacher-student time as the

next. In reality this is not the case. Teachers find that they spend a big chunk of their

time working with students at lower levels. Students at lower levels within the

classroom need support, structure and time. There are usually a number of different

reasons as to why a student is not achieving at the expected level ranging from

learning difficulties to home difficulties. When planning for these students it is

important to scaffold practically and sensitively and always have them achieving

something by the end of the lesson. If the work is too hard they can quickly become

bored and disrupt the class. If the work is too easy similar problems can be expected.

Likewise if a student doesn’t achieve something tangible throughout the lesson or

week, they can lose interest in the subject, or even in school itself. Schools are usually

able to gain funding for certain lower level students which may place a tutor in your

classroom at stages throughout the week. It is important that teachers utilise tutors as

much as possible as they are a valuable resource and students respond better to

explicit one-on-one support. The objective for low level students is to get them to

higher order thinking and maintain them at that level.

High level students in the classroom require support and guidance in the classroom as

they are normally attempting work that is above their expected level. High level

students usually relish a challenge with their work, yet, like low level learners, if the

work is too easy they can fall into disruptive behaviour out of boredom or become

frustrated with work that is too difficult. Finding a happy medium is the key to

continually engaging students.

Teaching across the band levels 4

Written by Jesse King
Charles Darwin University
S193157
As the students tend to have a good grasp of higher order thinking, self-centred

learning is a much more successful activity then when attempted with lower level

learners. While a quick check is usually all that is needed to make sure they are on the

right track, it is also good to make sure that the students don’t get too enthusiastic and

either clutter their ideas or lose sight of their original outcome.

Teaching in the Northern Territory (NT) is a challenge. Results from the National

Assessment Program Literacy and Numeracy (NAPLAN) for 2008 were not flattering

for schools in the NT. Across all areas and ages tested; the NT had approximately

30% of students below or at the national minimum standard compared to other states

that averaged between 9% and 15% of students below minimum standard (NAPLAN

Summary Report, 2009). There are a wide range of obstacles that schools, students

and teachers face in the NT including but not limited to attendance, location and

access. With results such as these, teachers in the NT will find that they are constantly

teaching across the band levels.

Bill Harding is a teacher from St Joseph’s School in Katherine, NT. Mr Harding has

over thirty years teaching experience and has taught in the NT for the last seven years.

Mr Harding agrees that teaching in the NT is very different from teaching in other

states in Australia. He highlights that a high turnover rate of staff has a negative effect

on schools and students from a lack of consistency. Mr Harding currently teaches

Year 9 and 10 English with students ranging from Band 2 to Band 5. He admits that

while “you have always had mixed ability classes, but it is definitely more

pronounced here (NT)” (B. Harding, Personal Communication, November 27, 2009).

Teaching across the band levels 5

Written by Jesse King
Charles Darwin University
S193157
Mr Harding states that during his time in the NT, the range of student’s abilities has

dramatically widened. He understands that while you have to adjust your outcomes

and teach the class irrespectively, he feels that students are not getting a fair go from

the current situation. Even with 35 years of teaching experience, he has never been

taught explicitly how to teach lower primary English, which he now finds himself

doing. Mr Harding believes that having a more holistic school approach to this

problem rather than individual classroom approaches is the beginning of a positive

outcome to this problem. One of Mr Harding’s Suggestions was vertical modular

grouping, also know as streaming. By offering classes at each band level, children

could then select or be placed into the class they are currently achieving at. He did

agree that while this is an administrative nightmare, but ultimately you are giving the

students the best chance at achieving the outcomes.

Philip Tipene has only been teaching in the NT for a year at Katherine High School.

He originates from New Zealand (NZ) where he has taught for ten years. His

experience includes teaching in low level and high level schools in NZ. Mr Tipene

also agrees that teaching in the NT is very different to schools in NZ in structure,

location and environment. He currently teaches Year 10 SOSE at Katherine High and

deals with teaching across the band levels. His current levels are Band 3 to Band 5.

Katherine High uses streaming when organising classes. Mr Tipene believes that

streaming has its advantages and disadvantages. When students are streamed, lesson

planning for the teacher is easier and students are able to focus better on their

individual outcomes.

Teaching across the band levels 6

Written by Jesse King
Charles Darwin University
S193157
However, Mr Tipene believes that when students are streamed valuable opportunities

for peer modelling are lost and students can quickly become disengaged by viewing

themselves as the “dumb” class.

Individual needs in a classroom are a major factor when teaching in a diverse learning

environment. Some students will require more one-on-one time while others may

work better within a group setting. An expert understanding of how children learn is

required by all teachers. One important learning theory is Multiple Intelligences.

While some teachers might think that this means planning eight or nine different

lessons for each topic, Gardner, Kornhaber and Moran (2007) state that “what you

really should be doing is designing rich learning experiences that nurture each

students combination of intelligences”. Gardner, Kornhaber and Moran (2007) also

argue that “Intelligences are not isolated; they can interact with one another in an

individual to yield a variety of outcomes”. This is also true when utilising key

learning theories and teachers should use a variety of approaches when planning and

delivering classes.

An alternative to streaming classes is Ralph Pirozzo’s Learning Matrix (see

attachment A). Pirozzo’s matrix combines Blooms Taxonomy and Multiple

Intelligence theories into a table that assists teachers when planning units. By

combining the two learning theories, students are given more opportunity for self

centred learning with Merritt (as cited in Holden, 2005) claiming that the matrix is

“designed so students of all ages and abilities remain actively engaged in their

learning”.

Teaching across the band levels 7

Written by Jesse King
Charles Darwin University
S193157
Planning a unit using Pirozzo’s matrix gives the teacher the opportunity to cover a

broad range of learning abilities and learning styles. As children complete tasks across

the matrix there is a Real Assessment Task planned into the higher order learning area

of the matrix. A strategy when using the matrix is to give each task a weighted score

that adds up to a total that will reflect on the student’s grade for the unit. This gives

the children a chance to choose their assessment task and engage their preferred

learning styles. By nurturing students preferred learning styles, they have a better

chance to achieve the learning outcomes set out by the teacher.

Using Pirozzo’s matrix within schools can be an effective way to deal with mixed

ability students. In a primary school setting teachers can use the grid to teach one

topic across all areas and give students the opportunity to build on all areas of their

learning without also having to relearn different topics. When used in the middle

school setting it puts more onuses on teachers from different subject areas to

communicate and plan together to help the students achieve their outcomes. The broad

scope of the matrix allows for students of all abilities to develop a self-centred

learning approach and

Teaching across the band levels is something that teachers from all parts of the world

and probably all moments in time have faced and dealt with. It is human nature for

people to be stronger in one area and be challenged in the next, to learn better one

way and struggle with another’s interpretation. When teaching across band levels

schools and teachers need to be flexible and holistic in their approach. While there are

a myriad of different teaching methods, strategies, programs and research.

Teaching across the band levels 8

Written by Jesse King
Charles Darwin University
S193157
Using techniques such as streaming and strategies like Pirozzo’s Matrix may benefit

one teacher or one school but have no use to the next. Ultimately it is what works best

for your class at that particular time.

“In a ‘perfect world’, an inclusive classroom that was equitable for all students and

which suited all learning styles would be the ideal solution. Until that time, I

recommend we maintain a range of effective and up to date strategies that capitalise

on students’ learning potential.”

Scholz, 2004

Teaching across the band levels 9

Written by Jesse King
Charles Darwin University
S193157
References

Brady, L. & Kennedy, K. (2009). Celebrating student achievement: assessment and

reporting. (3rd ed.). Melbourne, Victoria, Australia: Pearson Australia

Gardner, H., Kornhaber, M. & Moran, S. (2007). Multiple Intelligences: Building

Active Learners. Teacher: The National Education Magazine, 177, 26-30. Retrieved
from A+ Education Database.

Holden, S. (2005). The Matrix. Australian Council for Educational Research, July,
29-30.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

National Assessment Program Literacy and Numeracy: Summary Report 2008.
Retrieved from
http://www.naplan.edu.au/verve/_resources/NAPLAN_Summary_Report.pdf

Scholz, S. (2004). Ability Groups: ineffectively or effectively used?. Australian

Primary Mathematics Classroom. 9 (2). 29-31

Teaching across the band levels 10

Written by Jesse King
Charles Darwin University
S193157
Teaching across the band levels 11
Written by Jesse King
Charles Darwin University
S193157
Attachment A

PROMOTING LEARNING INTERNATIONAL (56 GRID) PLANNING

MATRIX
(This matrix was devised by Ralph Pirozzo in 1997 & updated in 2004)
UNIT OF STUDY:_______________________________ YEAR
LEVEL:_________
Promoting Bloom’s Taxonomy: Six Thinking Levels
Learning
International Pre- Knowing Understanding Applying Analysing Creating Evaluating
www.pli.com.au Knowing
Verbal
I enjoy reading,
writing &
speaking
Mathematical
I enjoy working
with numbers &
science
Visual/Spatial
I enjoy painting,
drawing &
visualising
Kinaesthetic
Teaching across the band levels 12
Written by Jesse King
Charles Darwin University
S193157
 I enjoy doing
hands-on
activities, sports &
dance
Musical
I enjoy making &
listening to music
Interpersonal
I enjoy working
with others
Intrapersonal
I enjoy working by
myself
Naturalist
I enjoy caring for
plants & animals
Learning
Outcomes/Objectives:_________________________________________________________
This unit has been created by

Promoting Learning International www.pli.com.au [email protected]

TM

Teaching across the band levels 13

Written by Jesse King
Charles Darwin University
S193157