Glog linked presentation 4 Final

1. THE FINAL PRODUCT

2. D.I. MODEL FOR SISHYA SCHOOL, HOSUR
SCHOOL VISION STATEMENT
GUIDING
To pursue global standards that nurture holistic
STATEMENT individuals through a student centric environment
ESSENTIAL How can Differentiated Instruction help us design
QUESTION strategies to ensure equitable treatment and justice
in the learning process for learners?
GUIDING How can our curricular transactions and designs
QUESTION impact our learners so that they evolve into
Curricular culturally responsive and responsible members
of a progressive society?
Transactions
ACTIONABLES
Adapt Curriculum Design Learning Evolve products:
prescribed: Strategies •Diverse
Modify content: •Relevant •Assessed fairly
I. Tiered •Engaging •Promote self esteem
II. Self paced •Meaningful •Promote desire to be
III. Individualized lifelong learners

3. OUR ROAD MAP
A continuous Plan-Do-Check-Act
SISHYA SCHOOL IN 2012-14
TEACHER LEARNING PARENTAL INVOLVEMENT
RE-ORIENTATION: PROCESS:
A. Orientation on Individual
REFER THE TWO
A. Re-looking at Learning Plans of learners
STEP PROCESS
Curriculum Design B. Guidelines to make Home
DETAILED BELOW
B. Modifying Content of support that is motivational
Elementary School by C. Meeting teacher mentors
2013 and Middle School
by 2014

4. STEP I
ON PAR-CONTENT EVALUATION AS PER ANALYSIS OF LEARNING
DELIVERABLES PRESCRIBED NORMS: OUTCOMES (DIAGNOSTIC
ASSESSMENT):
A. Using NCERT Texts A. Formative
assessments A. Identifying common
B. Common to all levels B. Unit summative test misconceptions
of pupils/addressing B. Diagnostic
common standards Analysis of learners
STEP 2
IEP PROGRAM FOR IEP-PROGRAM FOR THE IEP-PROGRAM FOR THE
THE GIFTED: AVERAGE: REMEDIAL:
A. High level content A. Close learning gaps (main A. SEC to close learning gaps
B. Expert coaching stream teacher) B. By modifying content
C. High level Projects / B. Analyze upward movement C. Analyze upward movement
assignments possibilities possibilities
UNIT SUMMATIVE TEST ON 3 DIFFERENTIATED LEVELS

5. Action Plan for Up-Graded DI Introduction
in
Sishya School- Hosur
2012
S.No Activity Jan Feb Mar Apl May Jun July Aug Sep Oct Nov Dec Remark
Elementary School
Creation of modified content &plans in
English, Maths, Envs
1
(for one lesson for Grade 3)
2
Testing on class
3
Evaluation & Modification
4
Testing on class
5
Consolidation of System
Design modified content & Unit plans
for Grade 3 for all lessons
6

6. D.I. MODEL proposal for the C.B.S.E. NEW DELHI
THE CONSTITUTION OF INDIA
GUIDING
&
STATEMENT NATIONAL CURRICULUM FRAMEWORK 2005
ESSENTIAL Needs to be framed with the collaborative thinking of educators
QUESTION: across schools in India and abroad-keeping diverse backgrounds of
(to drive curricular schools in mind.(National Conference of CBSE on 27th Dec 2011)
transactions)
At the end of their scholastic career in our School, our students will
GUIDING
be able to:
QUESTIONS/ NEEDS TO BE DEFINED FROM THE ARTICLES ENSHRINED IN
GOALS FOR THE CONSTITUTION OF INDIA AND NCF 2005
OUR PUPILS
ACTIONABLES
Adapt Curriculum Autonomy to Schools to Evolve products:
prescribed: design Learning Diverse, Assessed fairly
Strategies : Promote self esteem
Modify content of NCERT Promote desire to be
Relevant
Guideline strategies Engaging lifelong learners-who can
Meaningful promote justice and peace