differentiation cheryl harvey secondary literacy facilitator team solutions university of auckland...
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DifferentiationDifferentiation
Cheryl HarveySecondary Literacy
FacilitatorTeam Solutions
University of Auckland
Cheryl HarveySecondary Literacy
FacilitatorTeam Solutions
University of Auckland
Prior Learning KWL+ Chart
Prior Learning KWL+ Chart
Useful for the teacher to find out what the learners know already
Useful for the teacher to find out what the learners know alreadyK-What I
knowW-What I want to know
L-what I Learned
Unanswered questions
Possible sources
Extension
What is differentiation?
What is differentiation? Creating classrooms tailored to individual needs
Equity is not “one size fits all”
Goals are maximum growth & individual success
Flexibility is the hallmark of a differentiated classroom
Creating classrooms tailored to individual needs
Equity is not “one size fits all”
Goals are maximum growth & individual success
Flexibility is the hallmark of a differentiated classroom
Expert Teachers - John Hattie
Expert Teachers - John Hattie
They challenge students to think
They have deep pedagogical understandings
They provide academic feedback & feed forward
They influence student outcomes
They challenge students to think
They have deep pedagogical understandings
They provide academic feedback & feed forward
They influence student outcomes
Qualitative Differentiation
Qualitative Differentiation
Content: What is taught or learned - the concepts, information, ideas, facts
Process: How new material is presented - activities & teaching methods
Product: Evidence - tangible or intangible results
Content: What is taught or learned - the concepts, information, ideas, facts
Process: How new material is presented - activities & teaching methods
Product: Evidence - tangible or intangible results
Gifted Students Need Gifted Students Need
Content modification - abstract, complex & varied
Process modification - higher order thinking, problem solving, group interaction
Product modifications - authenticity, real world deadlines
Content modification - abstract, complex & varied
Process modification - higher order thinking, problem solving, group interaction
Product modifications - authenticity, real world deadlines
Strategies for DifferentiationStrategies for
Differentiation Prior learning Tiered assignments / assessment tasks
Acceleration & enrichment
Flexible grouping Independent research tasks
Teacher as facilitator
Prior learning Tiered assignments / assessment tasks
Acceleration & enrichment
Flexible grouping Independent research tasks
Teacher as facilitator
Responsive EnvironmentResponsive
Environment Differentiation of content, process, product leads to transformation of the environment
This allows the teacher to be responsive to all learners
And give positive academic feedback
Differentiation of content, process, product leads to transformation of the environment
This allows the teacher to be responsive to all learners
And give positive academic feedback
ReflectionReflection
Differentiation Differentiation
Key messages
ImplicationsFor our work
Possible Next Steps
Tiered assignments - 3 Level Thinking
Guides
Tiered assignments - 3 Level Thinking
Guides Focus learners on ideas
Train learners as critical readers & thinkers
Support learners by modeling a process
Clarify inference & “beyond the text”
Focus learners on ideas
Train learners as critical readers & thinkers
Support learners by modeling a process
Clarify inference & “beyond the text”
PrinciplesPrinciples
In groups apply the principles of 3 Level Thinking Guides to the differentiation strategies of:
Prior learning Flexible grouping Independent research tasks
Teacher as Facilitator
In groups apply the principles of 3 Level Thinking Guides to the differentiation strategies of:
Prior learning Flexible grouping Independent research tasks
Teacher as Facilitator
REFERENCESREFERENCES
Hattie, John (2002) Teachers make a difference. What is the research evidence? NZCER
Ministry of Education (2004) Effective Literacy Strategies Learning Media, Wellington
Ministry of Education (2000) Gifted and talented students. Meeting their needs in NZ schools Learning Media, Wellington
Hattie, John (2002) Teachers make a difference. What is the research evidence? NZCER
Ministry of Education (2004) Effective Literacy Strategies Learning Media, Wellington
Ministry of Education (2000) Gifted and talented students. Meeting their needs in NZ schools Learning Media, Wellington