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                 	  Differen(a(on/Personalisa(on	          of	  Learning	                      	         Monday	  13th	  Ju...
Overview	  •  Introduc(on	  •  Knowledge	  harvest	  •  Crea(ng	  mixed	  ability	  groups	  •  Numbered	  heads	  togethe...
Introduc(on	                                                           	  1.        Diverse	  learners	  –	  what	  does	 ...
Knowledge	  Harvest	                    Think	  –	  Pair	  -­‐	  Share	  •  Think	  about	  what	  you	  know	  about	    ...
Know,	  Want	  to	  Know,	  Learned	  •  Facts	  about	  differen(a(on	  that	  we	  know	  
        Ques(ons	  about	  Differen(a(on	    Think.	  What	  do	  you	  want	  to	  find	  out	  about	     differen(a(on?	 ...
Want	  to	  Know	  Ques(ons	  about	  differen(a(on	  that	  we	  have.	  
Knowledge	  Con(nuum	         How	  to	  create	  mixed	  ability	  groupings	  	  1.  Create	  a	  line	  round	  the	  r...
                                          	   Differen(a(ng	  by	  content,	  process	  and	                               ...
Presenta(on	  of	  Google	  docs.	  	  	  Each	  group	  in	  turn	  will	  present	  their	  discussion.	  	  	  The	  pe...
Exit	  Ac(vity	  Write	  up	  one	  thing	  that	  you	  have	  learned	  today	       about	  differen(a(on	  and	  post	 ...
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Differentiation rosie pd


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Differentiation rosie pd

  1. 1.    Differen(a(on/Personalisa(on   of  Learning     Monday  13th  June  2011   Dr.  Rosie  Mar(n   M.Ed.  MBA  (Ed.)  Dip.  Ed.  MNZPSS  
  2. 2. Overview  •  Introduc(on  •  Knowledge  harvest  •  Crea(ng  mixed  ability  groups  •  Numbered  heads  together  •  Differen(a(on  by  content,  process  and   product  •  Checking  for  learning  
  3. 3. Introduc(on    1.  Diverse  learners  –  what  does  this  mean?  2.  The  “a”  word  3.  You  are  probably  all  using  various  aspects  of  differen(a(on  in  your  classrooms,  but  are  you   being  explicit  about  this?      are  you  conscious  of  the  efforts  that  you  make  to  meet  the  needs  of  all  learners?    Do  you  keep  track  of  the  ways  that  you  address  individual  learning  preferences?    Do  you  arrange  classrooms  and  structure  lessons  to  increase  leaner  mo(va(on?    Wherever  possible,  do  you  provide  learners  with  op(ons  and  choices  about  how  they  are   going  to  learn  and  how  they  are  going  to  demonstrate  their  learning?    Do  you  vary  the  ways  in  which  you  assess  learning?    Do  you  use  coopera(ve  learning  and  grouping  strategies  to  increase  learner  par(cipa(on?            
  4. 4. Knowledge  Harvest   Think  –  Pair  -­‐  Share  •  Think  about  what  you  know  about   differen(a(on  –  what  is  it?  Who  is  it  for?  How   do  you  do  it?  Make  notes  on  paper  provided.  •  Pair.  Turn  to  the  person  next  to  you  and  share   your  thinking.  Describe  a  lesson  that  you  have   either  taught  or  seen  taught  that  successfully   met  the  learning  needs  of  all  par(cipants.  •  Share.  Now  add  one  important  aspect  of   differen(a(on  to  the  Google  doc.  What  we   know  about  differen(a(on.  
  5. 5. Know,  Want  to  Know,  Learned  •  Facts  about  differen(a(on  that  we  know  
  6. 6.   Ques(ons  about  Differen(a(on    Think.  What  do  you  want  to  find  out  about   differen(a(on?  What  do  you  find  hard  or   confusing?    Pair.  Turn  to  a  different  partner  and  talk.   Share  your  ques(ons.    Share.  Choose  one  ques(on  each  and  put   them  up  on  the  “what  I  want  to  find  out”   Google  doc.  
  7. 7. Want  to  Know  Ques(ons  about  differen(a(on  that  we  have.  
  8. 8. Knowledge  Con(nuum   How  to  create  mixed  ability  groupings    1.  Create  a  line  round  the  room  with  those  who  are  experts   in  the  field  at  the  front  (Angela,  Lizzie  etc.)  and  those   who  feel  least  confident  about  differen(a(on  at  the   back.  2.  Now  fold  the  line  so  that  the  least  confident  is  paired   with  the  most  confident.  3.  Now  fold  again  so  that  two  “middle”  confident  learners   are  paired  with  a  very  confident  learner  and  a  less   confident  learner.  4.  Now  give  everyone  in  the  group  a  number  from  1  –  4.  At   the  end  of  the  session  I  will  ask  each  group  to  report   back  by  calling  out  a  number  and  that  person  presents   your  findings.                
  9. 9.     Differen(a(ng  by  content,  process  and   product    In  your  groups,  use  the  informa(on  provided  to   create  a  Google  doc.  t  hat  explains  the:  What;  Why;  and    How  of  your  topic.    When  you  have  finished,  share  it  with  all  teachers.  
  10. 10. Presenta(on  of  Google  docs.      Each  group  in  turn  will  present  their  discussion.      The  person  to  present  will  be  the  group  member   whose  number  I  call.  
  11. 11. Exit  Ac(vity  Write  up  one  thing  that  you  have  learned  today   about  differen(a(on  and  post  it  on  the    “What  I  have  learned  today”  Google  doc.    Thank  you