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  1. 1. Sacred Heart School Our Journey, so far…
  2. 2. Pedagogy Student Engagement Differentiating
  3. 3. School Review…..2003 What are the children learning ? Should there be other learning/higher priority ? How effective is the learning ? What evidence is available ? How do we plan for their learning ? In what other ways might we plan for their learning ?
  4. 4. How is the learning taking place ? In what other ways might we plan for learning to take place ? In what ways are the children engaged in the learning process ? In what other ways could children be engaged in the learning process ?
  5. 5. Using indicators.. How is learning taking place ? <ul><li>Student activity : </li></ul><ul><li>□ Cooperative groups </li></ul><ul><li>□ Other peer groupings </li></ul><ul><li>□ Independent activities </li></ul><ul><li>□ Task / Learning centres </li></ul><ul><li>□ Experiential activities </li></ul>
  6. 6. Using indicators..( cont.) How is learning taking place ? <ul><li>Teacher activity: </li></ul><ul><li>□ Explicit teaching </li></ul><ul><li>□ Demonstration </li></ul><ul><li>□ Focus groups </li></ul><ul><li>□ Whole class instruction </li></ul><ul><li>□ Point of need </li></ul>
  7. 7. Using indicators..( cont.) How is learning taking place ? <ul><li>Learning activity: </li></ul><ul><li>□ Multiple intelligence s </li></ul><ul><li>□ PMI , etc </li></ul><ul><li>□ Research </li></ul><ul><li>□ Inquiry - Blooms Taxonomy </li></ul><ul><li>  Using tools / equipment: </li></ul><ul><li>□ ICT </li></ul><ul><li>□ Other </li></ul>
  8. 8. Process for collecting data <ul><li>KLA & Pastoral Care teams </li></ul><ul><li>Classroom visits </li></ul><ul><li>Student Survey </li></ul><ul><li>Parent Survey </li></ul>
  9. 10. Student Engagement – the kids wanted hands-on activities <ul><li>Developed a new 2-year cycle for IS </li></ul><ul><li>Developed a new proforma to include thinking strategies, Thinking organisers, planning emphasis on hands-on activities with real outcomes </li></ul>
  10. 11. <ul><li>Included a new unit, Learning How to Learn </li></ul>
  11. 12. <ul><li>Provide PD – </li></ul><ul><li>Provision through Planning Day </li></ul><ul><li>IS, Literacy, RE </li></ul><ul><li>Reporting back sessions built into staff meetings </li></ul><ul><li>ICT- outside and mentoring </li></ul><ul><li>Thinking Skills & Strategies </li></ul><ul><li>Assessment of student performance </li></ul><ul><li>SINE </li></ul><ul><li>RE – to further develop our RE Program </li></ul>
  12. 13. Transforming the Learning Culture <ul><li>Teacher Practice </li></ul><ul><li>Student Levels of Engagement and attitude towards learning </li></ul><ul><li>Now differentiating – what does it mean for planning, class management, all students ! </li></ul>
  13. 14. Differentiated Curriculum is NOT… (Tomlinson and Allan, 2000) <ul><li>Individualised instruction – it is not a different lesson plan for each student each day </li></ul><ul><li>Assigning more work at the same level for high achieving students </li></ul><ul><li>Not all the time – often it is important for students to work as a whole class </li></ul><ul><li>Using only the differences in student responses to the same class assignment to provide differentiation </li></ul><ul><li>Giving a normal assignment to most students and a different one to advanced learners </li></ul><ul><li>Limited to subject acceleration – teachers use a variety of strategies </li></ul>
  14. 15. Differentiated Curriculum is….. <ul><li>Having high expectations for all students </li></ul><ul><li>Permitting students to demonstrate mastery of skills they already know and to progress ay their own pace through new material </li></ul><ul><li>Providing different avenues to acquiring content, processing or making sense of ideas, and to developing different products </li></ul><ul><li>Providing multiple assignments within each unit of work, tailored for students with differing levels of achievement </li></ul><ul><li>Allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned </li></ul><ul><li>Flexible – move students in and out of groups according to students’ instructional needs </li></ul>
  15. 16. Carolyn Coil Inservice <ul><li>Differentiating Curriculum in the Multi Ability Classroom </li></ul><ul><li>How can teachers meet the needs of all their students when these needs and ability levels are so diverse?  </li></ul><ul><li>This workshop focuses on practical strategies showing teachers the &quot;how-to&quot; of differentiation.  </li></ul>
  16. 17. <ul><li>Strategies include – </li></ul><ul><li>flexible grouping </li></ul><ul><li>tiered lessons and units </li></ul><ul><li>curriculum compacting </li></ul><ul><li>independent study </li></ul><ul><li>learning cent res </li></ul><ul><li>learning contracts </li></ul><ul><li>ways to give students choices </li></ul><ul><li>of learning activities </li></ul><ul><li>classroom management strategies in a </li></ul><ul><li>differentiated classroom </li></ul>
  17. 18. Big Picture Ideas <ul><li>To know, understand and like themselves: </li></ul><ul><li>To be reflective / develop the capacity to wonder </li></ul><ul><li>Be resourceful </li></ul><ul><li>Be independent </li></ul><ul><li>Be confident </li></ul><ul><li>Be flexible </li></ul><ul><li>Be resilient </li></ul><ul><li>Be optimistic </li></ul>
  18. 19. To relate effectively Respect and value difference Build and maintain friendships To listen and communicate effectively Acknowledge and respond positively to others’ feelings
  19. 20. To communicate effectively: Be literate and numerate Be technologically literate Be creative Apply and knowledge and skills To think critically and creatively Consider options Think through to a conclusion To produce an appropriate outcome
  20. 21. To know and appreciate their place in the world Understand interdependence To contribute and participate To be socially responsible To develop a global view To understand the concept of sustainability
  21. 22. To value and celebrate life To be curious To explore To be people of faith