Think about one of your recent learning experiences -
what did you learn?
how did you learn it?
As learners we are not all the same…
Current learning theories guide our teaching practices
Zone of proximal development
Developmental continuum of learning
Triangulating learning data
1. Zone of proximal development
The difference between what someone can do with guidance and what they can do independently, guides the development of quality tasks
2. Social constructivism We construct our own understanding and knowledge of the world. When we encounter something new, we reconcile it with our previous ideas and experience, changing what we believe, or discarding the new information as irrelevant. Social constructivism views each learner as a unique individual with unique needs and backgrounds. (Wertsch 1997)
3. Prior knowledge Students come to formal education with a range of prior knowledge, skills, beliefs and concepts that significantly influence what they notice about the environment and how they organise and interpret it. This, in turn, affects their abilities to remember, reason, solve problems, and acquire new knowledge. When teachers pay attention to the knowledge and beliefs that learners bring to a learning task, they can use this knowledge as a starting point for new instruction, and monitor students’ changing conceptions as instruction proceeds. Bransford et al, 2000
4. Developmental continuum of learning
The notion of “development” is perhaps the single most important concept in education. We use other terms to describe development – including growth, progress, learning, and improvement – but regardless of the term we use to describe it, the concept of individual development is the central idea underlying all teaching and learning.
Masters, 1998, P3
Taking a data informed and evidence based approach to - knowing where students are at … - knowing the impact of teaching; the learning On Demand VELS NAPLAN 5. Triangulating Data
6. Differentiation In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interest and learning needs. (Tomlinson, 2001, P7)
Task Two – think/pair/share
Identify some information so far that has been new for you …
How will this new knowledge influence your actions as a teacher?
Teaching practices in general classrooms are often driven by the need to reach most students rather than each student.
Differentiated instruction- scaffolding model.mp4
From groups to individual learners…
Looking more closely at Differentiation
Differentiation is …
teaching with student variance in mind, starting where students are at rather than adopting a standardized approach to teaching that presumes all learners of a given age or grade are essentially alike
“ responsive” teaching rather than “one-size-fits-all”; a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned to increase the likelihood that each student will learn as much as they can
Planning different tasks for every student in the class
Using groups that never change
Isolating struggling students within the class
Never engaging in whole-class activities where all students participate in the same task
Assigning more work at the same level to high-achieving students
Differentiation is not …
We must look deeply at what we do in class – everything from the warm-up, to class exercises, to homework. Is every task we offer meaningful? Is the purpose to become more literate, a deeper thinker and gain greater understanding? Or is the purpose simply to maintain order and control? Do we have the courage to re-examine our practices – our own thinking, leading and teaching?”
The right to Literacy in Secondary Schools, P151
Ways to plan to meet the individual needs of students in your classes …
Know where your students are at in their learning
Know what they need to learn next
Belong, participate and contribute to a team and plan together
Planning method 1 …
Through rich tasks-
a specific activity designed for all students to demonstrate knowledge with multiple entry and exit points, scaffolded for both support and extension
Identify the learning outcomes that students need to demonstrate
Design a rich task
How could this work for your subject?
Planning method 2 …
Choose 3 focus students with different learning needs from one of your classes
Plan for each one of these focus students
What do they need to know next?
What task will help them learn this?
How will you know when they are successful?
How could this work for your subject?
Plan the specific actions you will take to use a differentiated model of instruction to inform your actions in your classroom?
Task Three – think/pair/share
Making your commitment real
Share your actions with a critical friend
Plan how you will help each other take action
Plan how you will share your success in differentiating instruction by celebrating your student’s learning successes
0.73 effect size Feedback is information provided by an agent (teacher, peer, book, Parent, one’s own experiences) about aspects of one’s performance or understanding. (Hattie p.174) THANKS FOR YOUR PARTICIPATION! Reflection and Feedback