Oberon hs 2011


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A Powerpoint presentation on differentiation.

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  • Proforma to record Task – Definition One
  • Oberon hs 2011

    1. 1. Oberon HS – 2011
    2. 2. Learning intentions <ul><li>To gain a deeper understanding of learning, guided by current learning theories </li></ul><ul><li>To consider how to meet the needs of the individual students you teach through differentiation </li></ul><ul><li>To plan your actions to deliver differentiated instruction to meet the learning needs of the students you teach </li></ul>
    3. 3. Success Criteria <ul><li>Demonstrated knowledge of learning theories and how they influence your teaching </li></ul><ul><li>Have a plan for how you will differentiate learning in your classes to meet the individual learning needs of the students you teach </li></ul>
    4. 4. Task One – think/pair/share <ul><li>Learn to Sail - Part 1.mp4 </li></ul><ul><li>Think about one of your recent learning experiences - </li></ul><ul><ul><li>what did you learn? </li></ul></ul><ul><ul><li>how did you learn it? </li></ul></ul>
    5. 5. As learners we are not all the same…
    6. 6. Current learning theories guide our teaching practices <ul><li>Zone of proximal development </li></ul><ul><li>Social constructivism </li></ul><ul><li>Prior knowledge </li></ul><ul><li>Developmental continuum of learning </li></ul><ul><li>Triangulating learning data </li></ul><ul><li>Differentiation </li></ul>
    7. 7. 1. Zone of proximal development <ul><li>The difference between what someone can do with guidance and what they can do independently, guides the development of quality tasks </li></ul>
    8. 8. 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)
    9. 9. 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
    10. 10. 4. Developmental continuum of learning <ul><li>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. </li></ul><ul><li>Masters, 1998, P3 </li></ul>
    11. 11. 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
    12. 12. 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)
    13. 13. Task Two – think/pair/share <ul><li>Identify some information so far that has been new for you … </li></ul><ul><li>How will this new knowledge influence your actions as a teacher? </li></ul>
    14. 14. <ul><li>Teaching practices in general classrooms are often driven by the need to reach most students rather than each student. </li></ul><ul><li>Jitendra, 2002 </li></ul><ul><li>Differentiated instruction- scaffolding model.mp4 </li></ul>From groups to individual learners…
    15. 15. Looking more closely at Differentiation
    16. 16. Differentiation is … <ul><li>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 </li></ul><ul><li>“ 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 </li></ul>
    17. 17. <ul><li>Planning different tasks for every student in the class </li></ul><ul><li>Using groups that never change </li></ul><ul><li>Isolating struggling students within the class </li></ul><ul><li>Never engaging in whole-class activities where all students participate in the same task </li></ul><ul><li>Assigning more work at the same level to high-achieving students </li></ul>Differentiation is not …
    18. 18. Meaningful? <ul><li>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?” </li></ul><ul><li>The right to Literacy in Secondary Schools, P151 </li></ul>
    19. 20. Ways to plan to meet the individual needs of students in your classes …
    20. 21. How? <ul><li>Know where your students are at in their learning </li></ul><ul><li>Know what they need to learn next </li></ul><ul><li>Belong, participate and contribute to a team and plan together </li></ul>
    21. 22. Planning method 1 … <ul><li>Through rich tasks- </li></ul><ul><ul><li>a specific activity designed for all students to demonstrate knowledge with multiple entry and exit points, scaffolded for both support and extension </li></ul></ul><ul><li>Identify the learning outcomes that students need to demonstrate </li></ul><ul><li>Design a rich task </li></ul><ul><li>How could this work for your subject? </li></ul>
    22. 23. Planning method 2 … <ul><li>Choose 3 focus students with different learning needs from one of your classes </li></ul><ul><li>Plan for each one of these focus students </li></ul><ul><ul><li>What do they need to know next? </li></ul></ul><ul><ul><li>What task will help them learn this? </li></ul></ul><ul><ul><li>How will you know when they are successful? </li></ul></ul><ul><li>How could this work for your subject? </li></ul>
    23. 24. <ul><li>Plan the specific actions you will take to use a differentiated model of instruction to inform your actions in your classroom? </li></ul><ul><ul><ul><ul><ul><li>next week </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>next month </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>next term </li></ul></ul></ul></ul></ul>Task Three – think/pair/share
    24. 25. Making your commitment real <ul><li>Share your actions with a critical friend </li></ul><ul><li>Plan how you will help each other take action </li></ul><ul><li>Plan how you will share your success in differentiating instruction by celebrating your student’s learning successes </li></ul>
    25. 26. 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