c. Adapting the Resources for Different Learners

This part of the case study follows from what has just been said about evaluation of resources. If a piece of software or hardware, or a dedicated piece of courseware can be used for more than one group of learners or across more than one area of work, it follows that it is more valuable to you in your work. In the case study, the teacher found the spreadsheet idea useful for this particular group on this particular task, but also useful with the same group in other areas of their Science work. It was simply a matter of spending time amending the spreadsheets for specific modelling purposes across the Science curriculum.

The spreadsheet idea was also useful across a range of other groups. Pupils preparing for GCSE were able to make use of the materials beyond the topic area given here, and older pupils working toward A-Level were able to use the idea for more complex and sophisticated modelling purposes. The more IT literate Science A-Level pupils are also able to generate static value-based graphs from the spreadsheets, and small dynamic graphs that show the effects of changes over time in processes. Processes such as filtration, osmosis, chromatography and elasticity have features that lend themselves to the production of simple but visually striking dynamic graphs illustrating change over time.

With this in mind, think about how you would complete the grid on the following page, and discuss it with your mentor.

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