Journey
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Journey Presentation Transcript

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