Nigel Holloway TPL Week5 Presentation Differentiation
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Transcript of Nigel Holloway TPL Week5 Presentation Differentiation
WEEK 5 TPL
“Give a man a fish; you have fed him for today. Teach a man
to fish; and you have fed him for a
lifetime"
Give a teacher tasks; they will
differentiate for a day.
Share effective strategies; they will differentiate for a
career!Students differ in three important ways – readiness, interests and learning profiles. In a differentiated classroom, the teacher is obliged to attend to these differences in order to maximize the learning potential of each student in that classroom.-Tomlinson, 2001.
All the conscious efforts of a teacher to cater for the
varying learning needs of every individual. It’s a
teachers preparation for and response to student
learning needs.
Differentiation
Holloway, 2011
Strategy #1Collect data to inform learning intentions and success criteria.
E5 Level 4 – Determines readiness for learning• The teacher uses all available evidence to determine
each individual student’s current level of understanding.
“Dig into student data to identify a learner-
centered problem... a problem of
understanding”
-Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane DATA WISE MODEL
Strategy #2 Start with student needs when planning quality tasks.
Data is on the table and drives the choice of task and method ofdifferentiation to cater for all the learning needs in the class.
E5 Level 4 – Presents new content The teacher assesses the student’s level of understanding, selecting
and introducing content at individual point of need.
Term and weekly planning documents.
Differentiated instruction adopts the concept of
“readiness”. That is the difficulty of skills taught
should be slightly in advance of the child’s current level of mastery. This is grounded in the work of Vygotsky (1978),
and the zone of proximal development (ZPD).
Strategy #3Strategy: Conferencing with students to provide
feedback about their goal progress.
E5 Level 4–Assesses performance against standards and Facilitates student self assessment
The teacher conferences with individual students using student reflection and teacher judgement to discuss progress against curriculum standards. The
teacher refers to the conference and curriculum standards when facilitating an individual student’s identification of future learning goals and strategies.
2:38 – 3:50
One of Hattie’s chief recommendations (2009), which had earlier been elaborated in Hattie and Timperley (2007), was that feedback
is one of the main influences on student achievement.
The key elements of feedback are for students to receive information on
‘where am I going?’,‘how am I going?’, and ‘where am I
going to next?’ (Sullivan, 1948)
A qUiCk BrAiNsToRm
By adjusting the content. By changing the process that needs to be used. By altering the product that will result. By manipulating the learning environment.By accommodating different learning styles.By fine tuning the demands of a task. By modifying learning intentions for small groups. By shifting expectations. By tweaking success criteria. By changing the types of feedback provided. By selecting different forms of assessment you need. By using questioning and scaffolding to challenge individuals.
of strategies that could be used to differentiate instruction.
Strategies to differentiate learning are
only limited by a teachers willingness to do everything in their power to ensure every student is learning at their point of need.
So what have I learnt?
School
ImprovementAssessment
Teacher
PracticeCurric
ulum
PlanningCurric
ulum
Knowledge
So what do I think is the key to improved
differentiation, improved planning, improved
assessment, improved teacher practice...
ALL SCHOOL IMPROVEMENTS?
Individual students at the core!
A chief objective of differentiated instruction is to take full advantage of every student’s ability
to learn.-Tomlinson.
Where to next?One-Page PlansSchools are well served by one-page plans that are clearly focused and sufficiently simple so that all participants in the process understand theirrole in executing the plans.—Reeves, 2009
Change Savvy Leadership � Careful entry into the new setting � Listening to and learning from those who have been there longer � Engaging in fact finding and joint problem solving � Carefully (rather than rashly) diagnosing the situation � Forthrightly addressing people’s concerns � Being enthusiastic, genuine, and sincere about the change circumstances � Obtaining buy-in for what needs fixing; and � Developing a credible plan for making that fix—Herold & Fedor, 2008
3 Foci for Continued instructional improvement.Strategies to make using data more straight forward to support my team members. This could be in the way the data is presented.Planning process to support differentiation and the development of intellectually challenging tasks for every INDIVIDUAL student.Assessment strategies to get the information we need, rather than blanket assessment tasks.
2 ideas for collaboration and knowledge sharing.School Numeracy PLT and Learning Fair.Ultranet and continued communication with TPL team.
1 question for further investigation.How do I effectively lead change in practice? (Leadership skills).
3 – 2 – 1
KeEp ThIs In MiNd...
Actual
Improvement