ABSTRACT
Differentiation by task needs to be replaced by differentiation by support and this needs careful, nuanced, planning based on a teacher’s knowledge of their classes rather than gimmicks. Robert Rosenthal and Lenore Jacobson conducted an experiment that linked very closely to this and resulted in what in now known as the Pygmalion Effect. When approaching challenge and differentiation, people need to have this in mind and subtly chip away at attitudes and beliefs while continually nudging students forward. This is where our subject knowledge, feedback and instruction come into play. Believing in students, showing them that they can do better and having high expectations all tie in. Such a simple thing – at the start of a topic, share with students what the topic entails, and then ask them on a blank piece of paper to write or draw everything they know about it.
