This document provides guidance on designing a differentiated classroom program. It discusses that differentiated instruction is not homogeneous grouping but rather varying instruction to meet student needs. It then outlines several models that can be used to design tasks, programs, and assessments, including the Curry Samara model. The document proceeds to guide the reader through steps for designing their differentiated classroom program, including assessing student learning styles and prior knowledge, creating a lesson schedule and assessment tasks, and encouraging a student-driven learning environment. It emphasizes the importance of rich and authentic assessment tasks that assess multiple outcomes and accommodate different learners.

1. Sharing experiences
21st Century Learning

2. Shifts in Education
FASHION

3. What the differentiated
classroom is not
• Homogeneous grouping - Differentiated
instruction is not having three groups, a high
group, average, and low group. It is not placing
all students of the same academic level in the
same group. It is varying instruction to meet the
needs of all students.
• More work for students - Students need to be
given work to complete for the benefit of their
learning, not to keep them busy.

4. Models
to design tasks, programs & assessment
Kaplan (1993) (Content, process, Product - strong
supports DC )
Maker (1982) (NSWIT QTM, Socratic teaching style,
authentic real world problems + CPP)
Williams (1993) (Critical and Creative thinking)
Curry Samara (circa 1985) (proprietary model that
supports DC)
High Impact(2008) (Retention & engagement)
All available in the ‘21 C’ folder on staffdata

5. Curry Samara Model
• Supports the DC
• Assists in generating
differentiate curriculum
programs, Assessments
& Tasks.
• Is Content, Process, Skill
and Product focussed.
• Been in use since the
early 90’s.
USA proprietary tool with
software support

6. Curry Samara Model
http://www.curriculumproject.com/curry_samara_model.php

7. Designing your
DC Program
• Day 0
o Models out
o Templates out
o Schedules infrastructure constructed ( lesson dates etc.)

8. Cont.
• Day 1 :
o Meet & greet your class
o Assess prior knowledge & student learning styles
o Ask class what they want to learn from the course.
o Outline the syllabus - ask class what ‘optional’ content
they want to learn.

9. Pre Knowledge
assessment
• Student learning profiles
o Will assist in identifying the major learning styles in the
classroom.
• Prior knowledge of subject area
o Identifies readiness and interest used to formulate your
program / lesson schedule
• Subject Options – give choices
• Prior knowledge of subject area - readiness

10. Find out the major learning
styles in your class
http://www.learning-styles-online.com
Learning Styles – Know your students

11. Cont.
o Write course program to incorporate the class interest,
readiness and learning objectives
o Create Lesson Schedule
o Create Assessment Task(s) – students can design this
based on outcomes assessed and BOS std.
o Incorporate peer teaching, ask 3 before me (self
directed learning)
o Assessment marking, evaluation, and reflection.
o Create responsible and accountable student driven
learning environment

12. Cont.
• Day ‘n’
o work towards final ‘capstone’ assessment task.
o Ideally designed by the class( teacher facilitated)
o Encourage collaborative work efforts and
communication
o Encourage learning environment accountability /
responsibility
o Encourage FUN, questioning, challenging, critical thinking
‘why –why-why’
• Day END
o Course evaluation : What could the course have done
better or more of.

13. Rich & Authentic
Assessment Task
• DEC Push since 2008
• Student centred ( ‘tic tac toe’ - give choices )
• Encourages self directed learning –’3 then me’
• Real world situations(Authentic)
• Is a learning experience in itself
• Assesses several course outcomes
• is purposeful
• has ‘explicit’ description of expectation AND
marking criteria (no guess work –student know
exactly what is expected)
• deals with Content, Process and Product (DC
model )
• Incorporates peer evaluation & Assessment
• Incorporates presentation to an external audience
• Accommodates the needs of different learners

14. Google for Bloom

15. Bloomin’ Tools

16. Android & iPad Apps

17. If you want more . . .
Its all in Staff data
21 C