I often find a problem area in Mathematics is learners’ remembering, understanding and replicating of all the appropriate steps in a multistep question. Recently, I have been introducing differentiated learning worksheets into my lessons, with traffic light colour coding. In this action research project, I have attempted to answer the question “Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?”.
The areas I have defined above may sound easy to include in a class or they may sound difficult depending on your point of view, but I believe they are much harder to achieve for a teacher of fitness than many students realise, hence the number of newly qualified teachers that leave our industry constantly. Because I am also an assessor, I get countless student fitness teachers contacting me to say it is much harder than they thought to retain their clients/learners and to keep them constantly inspired and what can they do about it? In my experience this is the norm and only a few teachers have the necessary character traits, personality, inspirational teaching skills and determination to be successful in the way I have defined it.