BB POWERPOINT module 5 FINAL - ccgedu.net ·...

Module'5:'Planning'for'differentiated'learning'

Module'5'focuses'on'differentiation'and'is'based'on'the'belief'that'all'learners'are'essentially'different.

The'role'of'the'teacher'is'to'identify'the'differences'(using'assessment'processes)'and'lead'the'student'from'what'is'known'(Where%are%my%students%now?)'to'what'is'unknown'(What%do%I%want%my%students%to%learn?)

Overview'of'Module

From%the%known%to%the%unknown…

‘Differentiation'is'an'organised'yet'flexible'way'of'proactively'adjusting'teaching'and'learning'to'meet'kids'where'they'are'and'help'them'to'achieve'maximum'growth'as'learners.’

(Tomlinson,'1999)

Teachers'can'differentiate'at'different'points'throughout'the'teaching'and'learning'cycle.

Differentiation

Differentiation'is'evident'when'a'teacher:

gathers%information%about%student%experience,%interests,%knowledge,%skills%and%understandings%

uses%ongoing%assessment%information%to%adjust%teaching%and%learning%

provides%sequenced%learning%experiences%to%extend%and%deepen%each%student’s%current%level%of%understanding

monitors%and%assesses%students’%changing%understandings%and%skills

reflects%on%the%success%of%teaching%strategies%and%learning%experiences%in%meeting%student%learning%needs

‘Differentiation'can'be'defined'as'an'approach'to'teaching'in'which'teachers'proactively'modify'curricula,'teaching'methods,'resources,'learning'activities,'and'student'products'to'address'the'diverse'needs'of'students'to'maximize'the'learning'opportunity'for'each'student'in'a'classroom.’(Bearne,'1996;'Tomlinson,'1999)

Tomlinson'C.,'et'al.,'(2003)'Differentiation:%A%Literature%Review%Journal'for'the'Education'of'the'Gifted.'Vol.'27,'No.'2/3,'2003,'pp.'119–145.

Differentiation'

Differentiation'needs'to'be'proactive'rather'than'reactive

‘…an'impediment'to'more'robust'and'effective'differentiation'may'stem'from'a'teacher[held'perspective'of'differentiation'as'reactive—the'teacher'plans'one'lesson'for'everyone'and'tries'to'adjust'on'the'spot'when'students'signal'the'lesson'isn’t'working'for'them—rather'than'proactive—the'teacher'plans'a'lesson'that'will,'from'the'outset,'address'learner'variance'(Schumm &'Vaughn,'1992;'Tomlinson,'1995)’

Characteristics'of'effective'differentiation


‘(Lou'et'al.,'1996)'found'that'students'in'small'within[classroom'learning'groups'(generally'three'to'four'in'size)'achieved'significantly'more'than'students'not'learning'in'small'groups…'However,'because'of'variance'in'student'readiness'…'and'varying'needs'of'categories'of'learners'within'a'class,'it'appears'important'to'group'students'in'a'variety'of'ways'in'the'classroom.’

Lou,'Y.,'Abrami,'P.,'Spence,'J.,'Poulsen,'C.,'Chambers,'B.,'&d’Apollonia,'S.'(1996).'WithinGclass%grouping:%A%metaGanalysis.'Review'of'Educational'Research,'66,'423–

458.



Effective'differentiation'varies'the'materials'used'by'individuals'and'small'groups

‘…'in'addition'to'flexible'grouping'of'students,'teachers'in'differentiated'classrooms'should'match'materials'to'the'specific'instructional'needs'of'groups.’

Kulik,'J.,'&'Kulik,'C.'(1991).'Research%on%ability%grouping:%Historical%and%contemporary%perspectives.'Storrs:'University'of'Connecticut,'National'Research'Center'on'the'Gifted'and'Talented.



Effective'differentiation'uses'variable'pacing'as'a'means'of'addressing'learner'needs

‘Classrooms'in'which'time'is'used'as'a'flexible'resource'would'likely'better'serve'the'full'range'of'learners.’



Expert'teachers'have'deeper'representations'about'teaching'and'learning'

‘Experts'possess'knowledge'that'is'more'integrated,'in'that'they'combine'new'subject'matter'content'knowledge'with'prior'knowledge;'can'relate'current'lesson'content'to'other'subjects'in'the'curriculum;'and'make'lessons'uniquely'their'own'by'changing,'combining,'and'adding'to'them'according'to'their'students’'needs'and'their'own'goals.’

Hattie,'J,.'(2003)'Teachers%Make%a%Difference%What%is%the%research%evidence?%Australian'Council'for'Educational'Research'

Using'differentiation'in'the'classroom

Carol'Tomlinson'(1999,'2003a,'2003b),'a'leader'in'the'field'of'differentiated'instruction,'identifies'three'areas'in'which'teachers'can'adapt'their'instruction:

• Content:'the'concepts'and'skills'a'student'needs'to'learn• adapting'content'must'be'based'on'what'a'teacher'knows'about'a'

student’s'readiness• Process:'ways'in'which'content'is'taught• providing'students'with'activities'to'learn'content,'using'flexible'

structures'based'on'readiness,'interest'and'“learning'profile”• group'learning,'individualised'instruction,'independent'learning

• Product: ways'in'which'students'can'demonstrate'their'ability'to'use'and'apply'their'new'knowledge

Differentiating'teaching'to'meet'students’'needs

Watch'this'video.''Carol'Tomlinson'talks'about'differentiation,'in'particular,'in'the'first'section,'she'talks'about'differentiating'in'regards'to'readiness.


http://differentiationcentral.com/

Differentiation'in'the'mathematics'classroom• Number'is'an'area'that'often'requires'the'most'process

differentiation'in'a'mathematics'classroom'(teachers'may'group'students'according'to'ability'and'differentiate'tasks)

• This'is'not'to'say'that'you'shouldn’t'differentiate'in'all'areas'of'mathematics,'however'students'tend'to'have'the'greatest'difference'in'readiness'when'it'comes'to'foundational'concepts'in'mathematics'like'the'four'operations,'fractions'and'decimals'in'Number


Know'where'your'students'are'in'terms'of'the'syllabus'and'numeracy'continuum.Identify'any'misconceptions.

Begin'with'assessment


Focus'content'knowledgeKnow'the'concept'you'want'to'teach'– the'syllabus'and'the'numeracy'continuum'K[10'will'guide'where'the'students'need'to'go'to'next'in'their'learning.


Plan'lessons'that'address'the'syllabus'concept'and'the'necessary'levels'within'aspects'of'the'numeracy'continuum'to'meet'student'needs.'The'lesson'should'be'moving'students'towards'the'next'level'of'understanding.

Plan'instruction

Outcome:'MA1[5NA:'Uses'a'range'of'strategies'and'informal'recording'methods'for''addition''an'subtraction'involving'one[ and'two[digit'numbers

Key'Idea:'Use'and'record'a'range'of'mental'strategies'for'addition'and'subtraction'of'one[ and'two[ digit'numbers

Task:'roll'two'20[sided'dice'and'explain'how'you'would'find'the'total.Differentiation'ideas:'Use'only'one[digit'numbers'(6[sided'dice),'allow'students'to'use'a'number'line,'ten'frames'or'100s'chart.Introduce'a'third'dice,'used'mixed'operations,'ask'for'multiple'strategies.'


For'example:• Modify'the'questions'asked'for'targeted'students• Change'the'materials'students'access• Provide'direct'teaching'support'where'needed• Plan'extension'ideas'that'are'easy'to'assign'while'spending'time'with'other'students'(small'group'or'independent'investigation)

• Have'students'share'their'thinking• Provide'students'with'choice• Allow'students'to'determine'level'of'difficulty

Determining'the'level'of'differentiation

• Time• Planning• Assessing• Determining'key'concepts'and'skills'to'be'learnt• Designing'appropriate'activities'and'instruction• Classroom'management• Maintaining'professional'learning'• Developing'a'culture'of'shared'professional'discussion'and'mentoring

Challenges

• Decide'together'how'a'lesson/activity'can'be'differentiated'to'suit'the'needs'of'the'learners

• Try'a'lesson'study'approach'• Share'your'teaching'practice'with'your'colleagues• Plan'professional'discussions• Become'a'mentor

Using'differentiation'as'a'professional'learning'opportunity

• You'will'need'the'SENA'recording'sheet,'your'Student'learning'goals'sheet'from''Module'4'and'one'of'the'example'lesson'plans'to'complete'this'task

• Look'at'the'data'for'Aspect'2'and/or'Aspect'4'for'each'student,'the'data'relates'to'Addition'and'Subtraction

•Use'one'of'the'lesson'plans'provided'as'a'base'to'differentiate'this'lesson'for'your'students

• Annotate'and'add'your'ideas'directly'onto'the'lesson'plan'(either'on'a'hard'copy'or'on'the'electronic'version)

Activity'1

• You'may'like'to'consider'adapting'the'activities,'changing'the'grouping'used'in'the'lesson,'adding'additional'outcomes'if'needed'for'higher'or'lower'ability'levels'or'adapting'materials'used.

• If'your'assessed'students'are'at'a'similar'level'for'EAS'or'Place'value,'consider'how'you'would'differentiate'the'lesson'for'students'at'levels'above'and'below

Activity'1

This'Q&A'with'Carol'Tomlinson'is'a'great'read.

http://www.hbe.com.au/questions[with[carol[ann[tomlinson.html

The'Department'also'have'a'course'available'Differentiated%Learning%it'can'be'accessed'here'

https://detwww.det.nsw.edu.au/australiancurriculuminnsw/professional[learning/curriculum

Still'have'questions'about'differentiation?

End'of'Module'5:'Planning'for'differentiated'learning

For'accreditation'please'ensure'you'have'completed'all'activities'for'this'module.'

Documents'for'Activity'1'need'to'be'attached'to'your'Activity'Journal'as'separate'documents'for'this'module.

This'is'Module'5'of'5,'all'five'modules'must'be'completed'to'receive'the'12'hours'of'registered'professional'learning.'

Once'all'five'modules'are'completed,'the'principal/delegate'will'sign'off'on'the'deliverables'and'the'participant’s'completion'in'the MyPL@Edu'event'that'was'scheduled'by'the'school.'

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