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Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
Nigel Holloway TPL Week5 Presentation Differentiation
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Nigel Holloway TPL Week5 Presentation Differentiation

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Nigel Holloways TPL Week5 Presentation on Differentiation strategies.

Nigel Holloways TPL Week5 Presentation on Differentiation strategies.

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  1. 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"
  2. 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 inorder to maximize the learning potential of each student in that classroom.-Tomlinson, 2001.
  3. All the conscious efforts of a teacher to cater for the varyinglearning needs of every individual. It’s a teachers preparation for and response to student learning needs. Holloway, 2011
  4. Strategy #1 Collect data to inform learning intentions and success criteria. ―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 E5 Level 4 – Determines readiness for learning• The teacher uses all available evidence to determine each individual student‘s current level of understanding.
  5. Strategy #2 Start with student needs when planning quality tasks. Data is on the table and drives the choice of task and method of differentiation to cater for all the learning needs in the class. Differentiated instruction adop concept of ―readiness‖. That i difficulty of skills taught should slightly in advance of the ch current level of mastery. This grounded in the work of Vygo (1978), and the zone of prox development (ZPD). E5 Level 4 – Presents new contentThe teacher assesses the student‘s level of understanding, selecting and introducing content at individual point of need.
  6. Strategy #3 Strategy: Conferencing with students to provide feedback about their goal progress. 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) 2:38 – 3:50 E5 Level 4–Assesses performance against standards and Facilitates student self assessmentThe 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.
  7. A qUiCk BrAiNsToRm of strategies that could be used to differentiate instruction.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.
  8. Strategies to differentiatelearning are only limited by a teachers willingness to do everything in their power to ensure every student is learning at their point of need.
  9. So what have I learnt?
  10. So what do I think is the key to improved differentiation, improved planning, improved assessment, improved teacher practice... ALL SCHOOL IMPROVEMENTS?
  11. A chief objective of differentiatedinstruction is to take full advantage of every student’s ability to learn.
  12. Where to next?One-Page PlansSchools are well served by one-page plans that are clearly focused andsufficiently simple so that all participants in the process understand theirrole in executing the plans.—Reeves, 2009Change 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
  13. 3–2–13 Foci for Continued instructional improvement.Strategies to make using data more straight forward to support myteam members. This could be in the way the data is presented.Planning process to support differentiation and the development ofintellectually challenging tasks for every INDIVIDUAL student.Assessment strategies to get the information we need, rather thanblanket 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).
  14. KeEp ThIs In MiNd...

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