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DIFFERENTIATION - Session 1
Transcript of DIFFERENTIATION - Session 1
Differentiation is an educational response that accommodates THE DIVERSE NEEDS, INTERESTS AND CURRENT LEVEL OF READINESS of students. It is an expectation, not just a buzz word! The statement goes on to say ..........
When planning for focused teaching to meet all students' learning needs and to ensure that all students, including high-achieving students, are appropriately engaged, challenged and extended, the C2C materials can be adapted. Differentiation is not NEW ...... the vocab my have changed a little We are accountable and it does need to be documented. HOW?
The short answer is .... The minimum expectation is:
Cover sheet at the front of your planning
Notes throughout the unit articulating the differentiation
Differentiation notes within your day planning VOCAB THAT WE ARE USING NOW
Entry and exit levels
Formative and summative
HOT (Higher Order Thinking)
Modifying Differentiate ............ but why???
To give all students the opportunity to achieve or surpass the curriculum expectations for that year level without changing the curriculum intent or learning objectives of the unit or lesson. It's not about creating 28 different lessons. It's about knowing where your kids are at and approaching them at that entry point, through engagement and adaption of the unit.
It's impossible to differentiate everything for every student but we do need to look at the individual needs of students and do our best to personalise learning for them.
* Learning support
* SEP (II, ASD, SLI, PI, HI)
* Highly Able
* Kids in care
* Behavioural Issues (emotional, physical) Addressing student needs by incorporating tasks which result in differing student work products, whilst aligning to the curriculum intent. Sequencing the teaching nad learning activities in which a student engages in order to MAKE SENSE OF THE CONTENT.
Challenging tiered activities There a 4 ways to differentiate for a student or adapt a unit/lesson/activity Task: A range of assessment tasks required for the unit (different presentation modes)
Opportunities for students to present work to real and authentic audiences (class or via a voki)
Allow students to respond to tasks in ways other than writing- display work, role play, short video
Tasks with clear expectations and which are accessible to all learners
Extended or accelerated assessment tasks
In some cases - 'less is more'. Prescribe the number of words to be used to make HA pupils think hard about what they write. Make every word count.
Tasks that are related to student interests and provide choice
Use screen shots of pupil's work during the unit/lesson and use it as a modelling tool. Highlight key features and this provides opportunities for peer and self-reflection.
Adjustments made to the output amount expected of a student - 'Must do', 'Could do', 'Should do'. The priority for Burleigh Heads State School for 2012 and 2013 is to focus on creating differentiated lessons and units that haven't taken you longer to prepare than it takes to deliver? We all need to share practical strategies to help engage and challenge our students in a mixed-ability setting. Addressing student needs by adapting the activities and ways students are learning the content. Tiered tasks to match student understanding and skill. (Curriculum intent stays the same but the process and/or product are varied according to the level of readiness.)
Learning tasks and activities which include a range of experiences (visual, kinaesthetic, aural, social, multimedia)
Varying levels of scaffolding
A range of organisational strategies to differentiate for small groups (cubing, learning logs, menus, stations, contracts)
Use of collaborative learning strategies (think-pair-share, Jigsaw group contract, literature circles, peer tutoring, group discussions)
Use of strategies that develop thinking skills - graphic organisers, mind-mapping, problem-solving tasks, teacher and student questioning, thinking hats, investigations, inquiry learning.
Balance out the teaching strategies - Direct - explicit teaching, intensive teaching, structured overview, drill and practice. Match the layout of the room to compliment the teaching style. Addressing student needs by adjusting the classroom to provide an optimal context for learning. Establish routines for transitioning between different groupings.
Establish routines for moving furniture to allow flexible seating, groupings, and access to materials.
Be flexible with time to allow students to complete tasks at a differentiated pace.
Assess throughout the lesson or unit - not just at the end. Provide feedback whilst doing this.
Balance out the groups. Allow for whole class groups, small groups, pairings and individual groups.
Change the physical environments for specific students - adjust furniture, proximity to teacher or resources, heat, glare, noise, fans, open doors, entries and exits.) Addressing student needs by adapting the content depth, pace, delivery mode whilst aligning to the curriculum intent. Use of pre-assessment to find starting points of each student.
Use resources with varying levels of difficulty.
Individualise learning plans and negotiate these with the student.
Compact the curriculum to skills and content not already mastered - find out where the entry point of the student is, excuse the student from studying what they ALREADY know and create a plan for what the student needs to know.
Vary question techniques
Allow for acceleration in the KLA - give student lesson in year level above on mistick or use a lesson from the learning place.
Provide independent study or projects which match students' readiness for content
Present content in a variety of formats (This comes from district office) It's not about spending more time planning and less time teaching School based expectation: Useful Resources
Alliance 19 Edstudio
Studio key: S42640636
ESL Differentiation Edstudios
South East Curriculum Team Edstudio
Studio key: S50628102
STLAN, HOSES, HOC