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Maker Model of Differentiation - Content Modifications

Differentiated Programming Isn't

Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.

• individualised instruction – it is not a different lesson plan for each student each day

• assigning more work at the same level to high–achieving students

• all the time – often it is important for students to work as a whole class

• using only the differences in student responses to the same class assignment to provide differentiation

• giving a normal assignment to most students and a different one to advanced learners

• limited to subject acceleration – teachers are encouraged to use a variety of strategies

The Maker Model

Carol Ann Tomlinson’s highly acclaimed “The Differentiated Classroom: Responding to the Needs of All Learners” (ASCD, 2014). 

Maker (1982) devised a very practical model of curriculum differentiation. This model shows how content can be adjusted to accommodate the ability of gifted students to manipulate abstract ideas and deal with complexity. The process component of the model involves the methods that are used by teachers to present information, the questions asked of students and the mental and physical activities expected of them. This dimension of curriculum design is focused on higher-level thinking, creative problem-solving, decision-making, planning and forecasting.

Maker (1982) also emphasises the importance of allowing students to create products that solve real-world problems. It is also important to provide gifted students with the opportunity to present work to a variety of audiences for constructive appraisal. Gifted students benefit from negotiating evaluation criteria and being involved in the process of evaluation itself. These ideas are consistent with the practices recommended in the document Quality teaching in NSW public schools: Discussion paper (NSW Department of Education and Training, 2003).

The Maker model provides a framework for developing optional material that can be incorporated into a program for gifted students. Not all of the possible adjustments need to be adapted; only those that will lead to meaningful outcomes for gifted students should be incorporated. The template below (Table 8) outlines the types of adjustments to curriculum that can be made.

Differentiated Programming Is

Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.

Differentiation

Maker Model of Differentiation - Process Modifications

• having high expectations for all students

• permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material

• providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products

• providing multiple assignments within each unit, tailored for students with differing levels of achievement

• allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned

• flexible – teachers move students in and out of groups , based on students’ instructional needs

FACULTY SURVEY OF EXISTING PRACTICE

1. What is differentiation?

2. Percentage of units that are differentiated in the faculty?

3. How are these units of work differentiated?

4. What do you know about the Maker model of differentiation?.

Authentic Pedagogy

"The construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances, that have value beyond school".

Learners are required to use or manipulate by using cognitive processes such as analysis, interpretation, synthesis, and evaluation, rather than just remember and reproduce knowledge in the forms in which others have expressed it.

•It is more important to teach students how to think rather than what.

•How do we help our students to attain and develop the basic concepts needed for further learning and higher order thinking?

Programming and Assessment for Quality Teaching and Learning.

Killen, R. (2005).

Thomson Social Science Press: Melbourne.

Does it count as differentiated instruction if I print their

worksheets on different coloured paper??

Why The Maker Model?

Maker Model of Differentiation - Product Modifications

•Challenge

•Pace

•Complexity

What do we want students to do?

Killen, R. (2005).

Thomson Social Science Press: Melbourne.

Programming and Assessment for Quality Teaching and Learning.

APPLICATION-

What does

The Maker Model

look like in

practice?

PDHPE- Stage 4

Coping with changes

•Students are able to apply knowledge to

solve problems.

•Students are able to communicate their

knowledge.

•Students retain newly acquired knowledge

for a long time.

•Students are able to perceive relationships

between their existing knowledge and new

things they are learning.

•Students are able to discover or create new knowledge for themselves.

•Students want to learn more.

The maker model allows students to address real-life situations that

a) Evade simple answers

b) Competing solutions exist

Content modifications

Process modifications

THE MAKER MODEL

Online resources

Now it's your turn!

*Differentiating Instruction

www.ascd.org/pdi/demo/diffinstr/differentiated1.html

(accessed 1 April 2004)

*Elements Integrated into Curricula

http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/elements.html (accessed 1 April 2004)

*Partners in Enrichment: Preparing teachers for multiple classrooms

www.cec.sped.org/bk/martec.html

(accessed 1 April 2004)

*Selected ERIC Abstracts on Differentiated Instruction http://www.ascd.org/educationnews/eric/differinstructionabs.html

(accessed 1 April 2004)

So why are we here today?

In your KLA groups...

-Choose an outcome.

This outcome can be either you have taught, or will be teaching in Terms 3 or 4.

-Use the Maker Model and the topics of differentiation namely “content, Process and Product” to differentiate the outcome.

EFFECTIVE TEACHING

IS NOT ABOUT

COVERING STANDARDS

Product modifications

You are already doing this is your classroom to varying degrees.

This activity is about putting your ideas and what you already know using The Maker Model.

but about using standards as one tool to help students understand the world around them

and themselves in that world.

-Carol Ann Tomlinson & Marcia B. Imbeau

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