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# Differentiation

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• All students fit somewhere on this continum, and within any non-streamed class, you will encounter a range of student abilities about 3-4 years either way of the year group you are teaching. In my class at the moment, I have a student that is operating at university level, and one that reads at a 7 year old level. As teachers, it is our responsibility to teach to all levels of the class Research suggests, however, that most teachers teach at a level that is below grade level for their class. Therefore, some students are being taught significantly below their grade level and are actually never learning. The problem still exists, however, as to how to teach 3 different level of ability within one class. And even within each level, you can have a myriad of different needs within the group.
• All students fit somewhere on this continum, and within any non-streamed class, you will encounter a range of student abilities about 3-4 years either way of the year group you are teaching. In my class at the moment, I have a student that is operating at university level, and one that reads at a 7 year old level. As teachers, it is our responsibility to teach to all levels of the class Research suggests, however, that most teachers teach at a level that is below grade level for their class. Therefore, some students are being taught significantly below their grade level and are actually never learning. The problem still exists, however, as to how to teach 3 different level of ability within one class. And even within each level, you can have a myriad of different needs within the group.
• Every student has the right to learn not just achieve. Students that aren ’ t challenged with more difficult work will traditionally underachieve These underachievers then become behaviour issues in the class because they are bored. Students will either underacheive to fit the forced choice dilema…to fit in with their peers OR Do the bare minimum to get an acceptable level. Either way, this leads to decreased engagement. Research suggests that gifted students that are disengaged within the classroom often sre more likely to abuse drugs and alcohol and drop out of school early.
• Preheating for existing student knowledge is the quickest way to unrstand where the gaps in the classes knowledge are. If most of the class knows it already, you don&apos;t need to teach it. Yoiu could run small optional tutorials for those students that do not already have that content (ie, focus groups.) Call the elicitation activities, not tests. They don&apos;t have to be s traditional paper test either. Peeresses could be any type of performance activity that tests the outcomes you are trying to scheme.
• Leading researchers suggest that if you are going to do one thing for gifted students, PBL has the most advantages, as it integrates a number of key concepts from different gifted theorists Maker, June (1982) Curriculum Development for the Gifted, Austin, TX, Pro Ed
• Leading researchers suggest that if you are going to do one thing for gifted students, PBL has the most advantages, as it integrates a number of key concepts from different gifted theorists Maker, June (1982) Curriculum Development for the Gifted, Austin, TX, Pro Ed
• Leading researchers suggest that if you are going to do one thing for gifted students, PBL has the most advantages, as it integrates a number of key concepts from different gifted theorists Maker, June (1982) Curriculum Development for the Gifted, Austin, TX, Pro Ed
• All students fit somewhere on this continum, and within any non-streamed class, you will encounter a range of student abilities about 3-4 years either way of the year group you are teaching. In my class at the moment, I have a student that is operating at university level, and one that reads at a 7 year old level. As teachers, it is our responsibility to teach to all levels of the class Research suggests, however, that most teachers teach at a level that is below grade level for their class. Therefore, some students are being taught significantly below their grade level and are actually never learning. The problem still exists, however, as to how to teach 3 different level of ability within one class. And even within each level, you can have a myriad of different needs within the group.
• Often, we will do things together as a whole group, but then may split tasks. In this example, the types of control structures were split amongst groups of students so that each student was doing all three control strucutres, but at a differentiated level. Each group would then present back to the class, with questions asked by the teacher to tease out the differences between the types of repititoin usd, etc. Curriculum…tasks, collection of tasks
• This means that students actually get marked for showing advanced skills…or they can get similar marks for showing more basic skills.
• ### Differentiation

1. 1. Differentiation <ul><li>Kelly Bauer </li></ul>
2. 2. Know/Need To Know
3. 3. Differentiation?
4. 4. Below age level Age Level Above age level
5. 5. Below age level Age Level Above age level
6. 6. Won ’ t these students achieve anyway? Students not challenged Behaviour issues Finish work within a period for a whole project Given “ more ” work Or Peer Tutoring Still bored.
7. 7. How do you know who is in your class? Pretest OR “ Elicitation Activity ”
8. 8. Then…what do you do?
9. 9. More difficult, not more volume
10. 10. How this fits in with PBL? <ul><li>Research suggests…PBL is THE gifted strategy. </li></ul><ul><li>Task design: Open ended tasks with differentiation in product, process, content, or the learning environment (Maker model) </li></ul>
11. 11. Maker Model <ul><li>Specifies Learning environments that are open, student centred, encourage independence, accepting, complex and highly mobile </li></ul><ul><li>Content Modification: </li></ul><ul><ul><li>Increase abstractness, complexity and variety </li></ul></ul>
12. 12. Maker Model <ul><li>Product Modification: </li></ul><ul><ul><li>Real problems, Real audiences , Real deadlines, Evaluation, Transformation (manipulation of information, not just regurgitation) </li></ul></ul><ul><li>Process Modification: </li></ul><ul><ul><li>Increase high level thinking, creativity, open endedness, variable pacing, variety of learning processes, debriefing and freedom of choice </li></ul></ul>
13. 13. Below age level Age Level Above age level
14. 14. Special Needs <ul><li>Modification of work based on need </li></ul><ul><li>Sometimes modification of entry document is important </li></ul><ul><li>Offer “optional” workshops to support </li></ul>
15. 15. An example…Year 10 Cath Tech <ul><li>A driving question that allows for differentiation: </li></ul><ul><li>How can different ways to design electronic games alter the experience lower secondary students have in giving them an understanding of the influences of the Church in the Middle ages? </li></ul>
16. 17. In Programming…. Outcome Student Learns about: Student Learns to Special Needs Intermediate Advanced Notes 5.1.1 Control structures • sequencing • selection such as binary and case • repetition and/or iteration such as pre and post test devise algorithms to solve everyday problems incorporating the use of control structures • examine and analyse the existing code of a selected example and identify control structures • develop prototypes using basic control structures <ul><li>All Students: </li></ul><ul><li>Write a step by step procedure of how to put on a jumper </li></ul><ul><li>Have student give instructions to teacher to put on jumper </li></ul><ul><li>Teacher follows instructions explicitly to put on jumper (which will generally be a problem) </li></ul><ul><li>Discussion of importance of control structures in algorithms to define a series of steps in a precise order </li></ul>Guess the number program (includes all control structures with binary selection and pre test repetition) Temperature monitor (includes all control structures with case selection and post test repetition) Auto Teller algorithm problem (involves all control structures including both types of repetition and selection in a complex way) Students present back to whole class. Q: What is the difference between pre and post test, binary and case selection
17. 18. In Process… <ul><li>Students that given the option to select Flash or Scratch to program with </li></ul>
18. 19. In Classrooms…
19. 20. In Classrooms… <ul><li>Predict the type of people that live in our community (Westmead), based on the groups located on the fringe of Australian society (unemployed, homeless, indigenous, mental disabilities, physical disabilities, financially disadvantaged, single parent homes, migrants / refugees) </li></ul><ul><li>What type of people live in our community (Westmead)? How many unemployed people might we find in Westmead? How many indigenous people might we find in Westmead? How many people who are born overseas, might we find in Westmead? </li></ul>
20. 21. In Classrooms…
21. 22. In Rubric… <ul><li>A level of “advanced skills” written into the rubric. </li></ul>
22. 23. Further info…
23. 24. IMAGE CREDITS <ul><li>Karate Image by The Consortium </li></ul><ul><li>Test taking by Peruisay @ Flickr.com </li></ul>