differentiation with a focus on the australian...
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Differentiation with a focus on the Australian Curriculum
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Your task
Activity 1
• Complete the Frayer model on your table to show what you already know about differentiation
• Complete the Frayer model to show what you now know about differentiation
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Diversity is in every classroom
Your class may include:
• Students operating below the expected year or band level achievement standard
• Students operating above the expected year or band level achievement standard
• Students with different learning styles and preferences
• Students for whom English is an additional language or dialect
• Students with varying backgrounds and interests
• Students with different strengths
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Documenting your reality
• Identify three students in your class• One operating at the standard
• One who needs support
• One who is needs to be extended
• Select students who do not have ILPs
• Keep these students in mind as we progress through the workshop
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Why differentiate?
1. Policy: The Melbourne Declaration provided the policy framework for the Australian Curriculum. The Australian Curriculum describes every student’s curriculum entitlement. Differentiated learning supports all students in being able to access their curriculum entitlement.
2. Professional standards for teachers: Standard 1: Know students and how they learn
3. Differentiation improves learning for ALL
ALL young Australians CAN and WILL learn
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Flexible design of the Australian Curriculum
“Teachers use the Australian Curriculum achievement standards and content to identify current levels of learning and achievement, and then to select [age-equivalent] content …to teach individual students and/or groups of students.” (Australian Curriculum website)
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Gifted and talented studentsStudents with
disability
Planning for students with ILP’s
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Illustrations of personalised learning
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Flexible presentation of the Australian Curriculum
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Step 1 – Select age-equivalent content – Year 6 student
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The same process can be used for students who are being accelerated
The non-negotiable:Age-equivalent content
Step 3: Adjust learning expectations
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• An adjustment may be that a student or group of students take part in a guided investigation using electrical circuits [Year 6 Science Understanding ACSSU097] to explore and answer questions [Year 1 Science Inquiry Skills ACSIS025].
Step 2 – Vary the level of complexity
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Differentiation strategies
What and how do I differentiate instruction for ALL students?
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The framework for differentiation
Adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom
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The differentiation process
Know your
students
Content
ProductProcess
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Know your students
• Learning readiness
• Interests
• Learning profiles (gender, culture, backgrounds,
learning styles)
Guiding principle:
• Pre-testing, ongoing assessment
• and adjustments
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• If you prefer to work alone on project , put on stripes. • If you prefer to work in groups, draw polka dots on your shirts.• If you like to be challenged and learn new and difficult things, design
a hat for yourself.
From Mr. Wasserman’s 5th grade classroom Henrico County Schools, VA
Learner profile – Pre-assessment
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Colour key
Differentiation in backwards design
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Process
Product
Content
Planning for differentiation
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Begin with expected achievement
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Content or desired results
1. What you expect students to learn (achievement standards)
2. What you teach in order for students to learn (content descriptions)
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Cognitive
process
Object (Content) Modifier
(Qualities,
levelness)
Object (Content) Cognitive
process
Object (Content) Modifier
(Qualities
levelness)
Level 1 describe how people, places, communities and environments are diverse and
locally and globally
interconnected and identify the causes and effects of these interconnections
over time
Level 2 describe how people, places, communities, and environments are diverse and
globally interconnected and identify the effects of these interconnections
over time
Level 3 identify how environments are diverse and
interconnected
Providing more content to keep high performing students ‘busy’
Expecting students facing difficulties to learn less
Altering the intention of the standard, or ‘dumbing down’ expectations is not ensuring equity of access
Differentiation of learning expectations is not …
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Considering:
• What ALL students will understand and be able to do
• What MOST students will understand and be able to do
• What SOME students might understand and be able to do
Differentiating learning expectations is …
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The standard – What MOST students will understand and be able to do
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What ALL students are expected to understand and do
Ask the questions:
• What are students expected to be able to do? (cognitive process)
• What content are they being asked to deploy this process on? (content)
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What SOME students might understand and be able to do
What “some might do” needs to include:
• students facing difficulties
• students who might go beyond expectations.
Goal:
• acknowledge expectations and develop the best
opportunities for all students.
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Varying the modifiers
Identify the negotiables – complexity, depth, breadth, quality
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Adjust the negotiables to match a student’s level of readiness
By the end of Year 4, students:Level of readiness Quality of the
processCognitive process
Breadth and depth
Object of action (content)
Complexity of content
Level 1
(Some students)
fluently read texts that include short sentences, high-frequency words
and some multisyllabic words
Level 2
(Most students –the standard)
fluently read texts that include varied sentence structures,
unfamiliar vocabulary
including multisyllabic words
Level 3 (Some students)
fluently and accurately
read a range of texts that include a range of different sentence structures, including complex sentences,
unfamiliar vocabulary
and several multisyllabic words
Grey = ALL students
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Adjust the ‘negotiables’
By the end of Year 8, students:Level of readiness Cognitive process Complexity of content Object of action
(content)Depth and breadth
Level 1 (some students)
recognise and explain observable examples of change and continuity during an historical event or development (eg the industrial revolution)
Level 2
(Most students -the standard)
recognise and explain patterns of change and continuity over time
Level 3
(Some students)
recognise and explain intangible patterns of change and continuity in developments across time and space
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Adjusting what you teach
Guiding principle 1:
Pre-testing, ongoing assessment and adjustment
Essential questions:
What do students already understand?
What can students already do?
What are the gaps in their learning, if any?
What are the next steps in their learning?
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Adjusting what you teach so all students reach their potential
Students who already know and can do what they are expected to learn
Students with gaps in their learning and need support so that they they can achieve the standard
Co
mp
acti
ng
Filli
ng
gap
s in
lear
nin
g
Goal: Moving each student as far as possible
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Planning for differentiation
Process
Product
Content
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Differentiating product
• The means by which students will communicate learning and understanding
Product
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•Reflective of student learning styles and abilities
• Enables students to demonstrate expected understanding and skills, ie provides evidence of the learning expected and not something else, such as literacy
•Differentiates by providing challenge, variety, and choice
Product – Evidence of student learning
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How will I know?
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Differentiating products based on levels of readiness
Participate in an interview to reveal your understanding about the
changes that occur to the feature of places
over the course of a year
Draw and annotate a diagram of how the features of places
change over the course of a year
Write a report showing the changes that occur
to the features of places over time
They identify and describe the features of places and their location at a local scale and identify changes to the features of places.
Guiding principle 2:Respectful tasks
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Differentiating by learning profile (Tic-tac-toe)
They develop and justify their own interpretations of texts (Year 10)
Students complete one activity from each row
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Differentiating products based on student interests
Create an article for a sci-fi magazine that is designed
to influence readers to accept a new technology that may threaten their
unanimity
Students create texts for different purposes, selecting language to influence audience response
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Planning for differentiation
Process
Product
Content
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Differentiating process – teach and reach all students
• How students learn and how you teach (and pace) what students are expected to learn
Process
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Differentiate process by providing a variety of materials that match students’ levels of readiness and interests such as:
• Varying depth, complexity, and readability of material
• Varied texts
• Varied support materials
• Varied scaffolding
• Varied graphic organisers
• Independent study
• Interest centres
• Variety of reading-buddy arrangements to support and challenge students when working with different texts
Not different content – teaching content differently
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ALL students versus SOME students
ALL students will: SOME students will: SOME students will
read a variety of texts
across a range of
cultures and in a wide
selection of modes
work individually, in
small groups and as a
class.
read more widely, looking at
more complex texts
question accepted
assumptions about cultures
undertake more work as
individuals
initiate their own direction for
study
experiment with text
composition.
focus on shorter texts or
read extracts which they
will explore in depth with
more guided teaching
work more in small groups
than as individuals or as a
whole class
Be supported by the
teacher
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Flexible grouping as a strategy to differentiate process
Guiding principle 3: Flexible grouping
• Mixed groups
• Student interests
• Learning profile
• Readiness
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Tiering activities to differentiate process
Make a chart of significant individuals from that past that
have significance in the present and list their significant actions or
achievements
Choose two or three significant individuals from
that past that have significance in the present and
compare their actions and achievements in a Venn
diagram
List the actions and achievements of two or three individuals from the past who
have significance in the present then rank them from the most to least important
Why are some individuals historically significant?
Guiding principle 2: Respectful tasks
Guided principle 2:Respectful tasks
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Respectful tasks/activities say to students:
• "We’re all studying the most important ideas—everyone of us should master those: you’re a part of our group."
• "You can’t master important things without using your brain, so everyone in this class will be thinking and problem solving at a high level."
• "I want this task to be so interesting to you that it’s hard for you to disregard it—even if you didn't think you wanted to learn today."
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The Equalizer – Adjusting process and product
Activity 3: Quiz, quiz, trade
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• Think of a task/activity you gave your students recently.
• Identify the intended learning, or what you wanted to elicit evidence of by referring to the stage statements and/or outcomes
• Reflect on the adequacy of the task in achieving its learning intention or in eliciting evidence of the standard.
• Given what you have learnt in this workshop, how would you change the task/activity to be more inclusive of all students?
• Discuss your findings with a partner.
• 3-2-1
Your turn
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Differentiation is not…
Asking students who are facing difficulties to do lessLess
Providing more content to keep high performing students ‘busy’More
Altering the intention of the standard and expecting less than what the standard describes for ALL students
Dumbing down
Using the next stage achievement standard to provide extension for students without ILPs Accelerating
Teaching content that is not age-appropriate or equivalentDifferent year level content
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Differentiation is:
Adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom
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Windscreen check
• CLEAR – “I get it!”
• BUGS – “I get it for the most part, but I still have a few questions.”
• MUD – “I still don’t get it.”
OR
(3-2-1)
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Final word- Stick to these four questions
1• What should students know, understand and do as a
result of this learning segment?
2• How are we going to know who’s learning what we
intend, who already knows it?
3• What are we going to do now that we know who’s
where relative to the standard?
4• What do we need to do to ensure that the environment
here actively supports the success of each student?
Final word – Stick to these four questions
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The last word
“Teachers use the Australian Curriculum achievement standards and content to identify current levels of learning and achievement, and then to select [age-equivalent] content …to teach individual students and/or groups of students.
• Teachers can select content (content descriptions) that best support their context and student interests
• There is no requirement to study certain texts or use textbooks
• The only requirement is that ALL students are expected to achieve the standard (to varying levels of complexity)
This affords considerable flexibility to enable proactive differentiation.
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Your task
• Complete or amend the Frayer model to show what you now know about differentiation
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Where to next? Make a start!
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