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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
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)
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
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?”
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