Department of Education Differentiated Instruction Excellence and equity for all.
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Transcript of Department of Education Differentiated Instruction Excellence and equity for all.
Department of Education
Differentiated Instruction
• Excellence and equity for all
Department of Education
Know Understand Do• Know the general principles of
differentiation• Understand that differentiation is
a teacher’s response to learner’s needs, guided by a mindset and general principles
• Implement high quality teaching practices which utilise the strategies of differentiation
Department of Education
Learning Goals
• Connect to what you know already about differentiation
• Extend your knowledge and understanding
• Challenge you to change some aspect of practice in relation to differentiation
Differentiation: Why it matters
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilitiesGraduate Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Proficient Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities
Highly accomplished
Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
Lead Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
Practices of highly effective schools and school leaders
Strategic plan- equity and excellence
Differentiation is the bridge between students and the curriculum
Department of Education
Surfacing current beliefs and understandings
Surfacing assumptions: 1. Fold your paper into 4 squares2. Write one thing you currently understand
about differentiation in each quadrant3. Walk, and share top left statement with
someone when you hear the buzzer – one minute each
4. Continue this until all 4 statements shared
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Drawing the threads together
1. Return to your table group2. Think - one thing that you heard
that resonated for you, and one that challenged your thinking
3. Write them down4. Share with the group
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Reflecting on and sharing your learning
• Select 3 key words and a phrase which convey the key messages
• Write them on the cards provided• Blu-tac under headings - Scenario
1, 2, 3
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http://exploredifferentiation.wikispaces.com/Scenarios
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DI and the AC
• In pairs or school teams, choose a learning area and year level and select a work sample from the portfolios.
• Discuss how differentiation could be built in with respect to content, process and/or product
• Share what you chose to change, and what learning needs you chose to focus on.
Department of Education
DI and the AC101: Assignment
• For the second session, bring a lesson/learning sequence which demonstrates your application of some of the principles of differentiated instruction, for sharing with your colleagues.
Department of Education
Reflecting on your learning
• Remote control thinking tool – please bring this with you to session 2
We look forward to seeing you all again on
Fri 27th July 1.30 – 3.30pm
Department of Education
References• Fogarty, R.J. & Pete, B.M. 2005 How
to Differentiate Learning Corwin • Fogarty, R.J. & Pete, B.M. 2005
Differentiated Learning, Hawker Brownlow
• Fogarty, R.J. & Pete, B.M. 2011,Supporting Differentiated Instruction
• Sousa D.A & Tomlinson C.A. 2011 Differentiation and the Brain Solution Tree Press