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Differentiation 1

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Robyn Kouw

on 20 March 2013

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Transcript of Differentiation 1

Assessment Differentiation What Where to Begin... Topic 3 Differentiation is...... help our students to grow Gain a greater understanding of how we can differentiate for students to ensure that all students have the opportunity to achieve their optimum learning Curriculum differentiation
is a broad term referring to the need to tailor environments and practices to create appropriately different learning experiences for different students and to see differences as opportunities to learning… it is not allowing differences to be barriers to learning, but rather to be gateways. Shaped to the learner Enhances learning ideas skills I'm getting better all the time! Why? Equity and excellence
successful learners Know the students Multiple Intelligences gender culture life experiences home environment learning style ability funds of knowledge previous learning Evaluating student needs Planning T & L Monitoring student progress & Teacher effectiveness Formative and Summative Naplan PAT PIPS Observation Student reflection Pre Tests How? Content Process Products Learning Environment benefits students of all abilities Off level testing The what What students produce to demonstrate learning Learning process; teaching process Grouping...
a) Establish attention
b) Begin with a brief review of previous learning
c) State the goal of the lesson clearly to the students
d) Present new material clearly, using small steps and many examples
e) Provide guided practice for each step
f) Ask a large number of simple questions which focus on the core content
g) Provide hints or clues where necessary to assist all students to respond
h) Check frequently for student understanding
i) Provide further guided practice and monitor performance closely
j) When performance is proficient, move to independent practice
k) Consolidate and review lesson content before closing
l) Provide regular revision and application over time An explicit teaching format: Readiness Identify and rectify gaps
Direct instruction
Structured and concrete activities with fewer steps
Deliberate pace of learning Advanced Learners Need: Curriculum compacting
Activities that are complex, open-ended, abstract and multifaceted, and require higher order thinking skills
An accelerated pace of work
Products that demonstrate their higher order understanding
Feedback that reflects effort
Opportunities to work in ability groups or alone
Alternative work while whole class instruction is given
To be taught In a Model Differentiated Classroom: Planning is based on student needs -> whole class and individual learning goals

Assessment is ongoing, diagnostic and responsive to student needs

Use of Multiple Intelligence in instruction and product

Excellence is defined by individual growth from an established starting point. Excellence for all.

Use of interest based learning choices; involve students in how to achieve learning goals -> self-directed, self reliant, independent learning Evaluating student needs
Pre -test Planning T & L
Differentiated instruction Monitoring student progress & Teacher effectiveness
Ongoing and Post Assessment At SMC Investigating the possibilities across the JS for strategies to help us to develop our skills in differentiating.
Strategies that are:

manageable

practical Flexible Grouping Ability Pre-test results on specific topics Randomly Social needs Interest Grouping Students by Benefits:

Student peer support -> students problem solving

Teacher focus groups -> uninterrupted, explicit teaching, monitor progress

Team work

Flexible grouping enables students to work with a variety of others; students are regrouped by different criteria depending upon student needs and goal of lesson Author’s Chair Language Experience Independent Writing Guided Writing Interactive Writing Shared Writing Modelled Writing










I do/ you watch I do /you help You do/ I help You do /I watch High level of teacher support Interactive Writing Independent Modelled/Shared Teacher focus group


Student’s independent level of ability





(Moll, 1994 in Christina Gallagher 1999) Focus Group Addresses the
Zone of Proximal Development
Vygotsky more capable adult or peer ZPD Student’s ability with support of Little or no support Skills for working in a group Students need to be able to:

work cooperatively
work quietly
take turns to speak/use equipment
share
help others
know routines Models of Differentiation in the Classroom Whole Class Focus

Explicit whole class teaching:

New concept
Instruction in skill development

Teacher Models application of idea or skill

New concept included as one of the group activities to follow Choices Provide a sense of responsibility Empower students Greater engagement Current Practices at SMC
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