Catering for the Range of Learners: Differentiation

1
Catering for the Range of Learners
Differentiation
2
Whole School Action Planning

• School Action Plan
• - includes a statement of beliefs about
  inclusive practices
• strategies used to implement inclusion
• indicates how needs will be met
• involves parents, teachers and support personnel
  in the planning, on-going monitoring and
  evaluation of the plan
• Involves students in decision making
• Effective leadership by principal and staff
• Coordinated strategies
• Attention to inquiry and reflection
• Teachers responsibility for the design and
  documentation of the classroom teaching program
• Capacity building

3
I am the Teacher

• Clear learning intentions
• Challenging success criteria
• Range of learning strategies
• Know when students are not progressing
• Providing feedback
• Visibly learns themselves

John Hattie 2010
4
Students

• Understand learning intentions
• Are challenged by success criteria
• Develop a range of learning strategies
• Know when they are not progressing
• Seek feedback
• Visibly teach themselves

John Hattie 2010
5

• Six Principles for Differentiation
• Every child can learn
• Every teacher can learn
• Learning is a dynamic process which requires
  mutual responsiveness
• Progress will be expected, recognised and
  rewarded
• Every child is entitled to high quality education
• Environments and people can change
• (OBrien 2003)

6
Knowing the Learner

• Knowing student strengths affinities
• Knowing what students know, understand can do
  in the learning areas/curricula
• Understanding the issues that impact on their
  learning
• Knowing their social/emotional state, self
  esteem, self concept
• 
  

7
Types of Students in the Classroom

• Successful
• Social
• Dependent
• Alienated
• Phantom

8
Range of Assessment Tools

• Psychometric assessment
• Observation
• Peers assessment
• Product assessment conferencing, interviews
• Anecdotal records/checklists
• Criteria based assessment video/photo assessment
• Norm-referenced tests
• Informal assessments

9
Barriers to Learning

• Language based difficulties
• Attention based difficulties
• Executive function difficulties

10
Appropriate Challenge

• Too easy - Success takes very little effort
• Too difficult - Effort doesnt pay off
• On target - Effort leads to success
• Vygotskys Zone of Proximal Development
• 
  Adapted from Tomlinson, C. 2006

11

• Teachers can differentiate at least four
  classroom elements based on student readiness,
  interest, or learning profile
• Learning environment / how class feels
• Content / what to learn, how to access
• Process / learning experiences
• Products / final level of thinking task
• (Tomlinson, C. 2000)

Learning Teaching
12
Learning Environment

• What does the learning area look like?
• Desk arrangement, visual information, word walls
  etc, atmosphere.

13
Content- the Big Ideas

• What will all students learn- information,
  concepts, rules, skills, strategies.
• Know your curriculum area thoroughly
• Identify what
• All students will learn
• Some will
• A few will

14
Process

• How the students will learn and how you teach.
• e.g. the language you use, importance of vocab.
• Use of visuals
• Direct and explicit instruction

15
Product

• Detailing the outputs required- rubrics
• Personalise learning goals
• Variety of formats available to demonstrate
  learning

16
Wiggins McTighe (1998)
Identify desired results
Determine acceptable evidence
Plan learning experiences activities
17
Learning Teaching

• What do you need to do to have all students
  achieve?
• Program for all
• Differentiate the curriculum
• Provide explicit teaching
• Strategy Instruction with scaffold
• Technology
• Participation

18
Levels of Instruction
19
All, Most, Some Planning Matrix
Outcomes Activities Assessment
All
Most
Some
Resources
20
Alternative Teaching Methods to Whole Class
Instruction

• Peer tutoring/reciprocal tutoring
• Cross-age tutoring
• Small learning groups teacher lead groups of 3
  to 10 students
• Combined grouping formats

21
Group Instruction

• Groups need to be fluid with opportunities for
  interchanging roles
• Contracts
• Learning Centres
• Support personnel

22
Program Modification

• Content
• Methodology
• Expectations (?)
• Time
• Resources
• Outcomes

23
Program Adaptation

• If modifications arent providing a high level of
  success, adaptations may be required
• Substitute a similar but easier task
• Provide an alternate task with a similar outcome

24
STRATEGIES FOR MANAGING A DIFFERENTIATED CLASSROOM
tasks and products designed with a multiple intelligence orientation group / peer investigation
assessment for/as/of learning rubrics moderation use of multiple texts and supplementary materials
use of technology interest centres / authentic experiences
product criteria negotiated jointly by student and teacher Explicit teaching, Prior Knowledge, independent learning contracts / goals Questions, Practice
25
Learning Styles

• All students benefit from being taught to their
  learning style strength.
• Teaching students about their personal learning
  styles empowers them to learn more effectively.
• Providing opportunities for students to select
  and use the most effective learning style as they
  are working and learning.

26
EFFECTIVE STRATEGIESKnow your Student Learning
StylesVISUAL LEARNERS

• Student can use
• Clear visual cues
• See the big picture cues
• See information on WB
• Notetaking / visual images
• Computer typing
• Concept mapping
• Genre / report processes

• Teacher can offer
• Charts, worksheets,diagrams
• Webbing, mapping, graphic organisers
• Seating in class
• Use Frameworks
• Diary notes,
• Organizational checklists
• Assessment timetables

27
Know your Student Learning StylesTHE AUDITORY
LEARNER

• Student can use
• Clear instructions directions
• Oral Expressive Language
• Listening oral presentation / multimedia
  supports
• Praise
• Sight word vocabularly
• Computer programs
• Calculators
• Reading aloud

• Teacher can offer
• Brief - to the point verbal cues
• Written supports
• Media supports - videos
• Spelling supports
• Computer programs

28
Know your Student Learning StylesTHE KINESTHETIC
LEARNER

• Student can use
• Hands on activities
• Quick writing activities
• Memory strategies

• Teacher can offer
• Responsible rules
• Breaks
• Workbook requirements
• ICT Assistive Technology
• Seat changes
• Guided practice support
• Meta-cognitive strategies.

29
(No Transcript)
30
Explicit Teaching

• Lessons should contain 75 known and 25 unknown
• Plan lessons so that students are successful 80
  of the time

31
Guided Practice

• Initial student practice with teacher guidance
• Ask many questions
• All students have chance to respond and receive
  feedback
• Success rate should be 80 and above
• 
  
• 
  

32
Correction/Feedback

• Student errors indicate a need for more practice
• We need to vary responses to student answers-
  immediate and correct
• -hesitant and correct
• -incorrect
• Regular feedback-at least once every half hour
  when learning
• 
  

33
Purpose of feedback

• provide alternative strategies to understand
  material
• increase effort, motivation or engagement
• confirm that the responses are correct or
  incorrect
• indicate that more information is available or
  needed
• point to directions that could be pursued
• to restructure understandings

34
Feedback is evidence about

• Where am I going?
• How am I going?
• Where to next?

John Hattie 2010
35
Independent Practice

• Provides additional practice to increase speed
  and automaticity
• Practice to over learning (95 and above)
• 
  

36
Closure Activities

• Key concepts and understandings are reinforced
  through closure activities such as
• Turn to a partner and list the 6 most important
  points from the lesson
• Visualise/reflect on the lesson content
  discuss/share
• Highlight work
• Use graphic organisers mind maps, flow charts

37
Cumulative Review

• We cant assume that tasks performed today will
  be retained next week, month or next term
• Use the 60, 40, 25 recall rate over 10 days
• We cant assume generalization
• Need to check understanding on an ongoing basis
• 
  Peter Westwood

38
Strategies for Understanding

• Show me
• Tell me in another way
• Draw it
• Summarise
• Key words Dictogloss
• Brainstorm
• Retell/recount
• Questioning fat/skinny questions

39
Wait Time

• If children are slower in answering questions or
  providing information consider giving extra
  wait or thinking time
• Before supplying a word when listening to reading
  count quietly/slowly to five
• When listening to a child speak/give information
  count slowly to three before responding, this
  allows for any further comments/statements to be
  added

40
Praise, Prompt, Leave

• Praise on task behavior by describing
  specifically what the student has done correctly
  so far
• Prompt by telling the student what is to be done.
• Leave the student to work independently
• 
  

41
Summarizing Experience

• Activity Add, Zoom, Flashback Squeeze
• First person begins recounting Red Riding Hood
• When they stop, the next person is asked to add,
  zoom, flashback or squeeze
• Add continue recalling the story
• Zoom zoom in or add detail to the previous
  speakers contribution
• Flashback allows the next speaker to return to
  any previous point/description
• Squeeze a summarization of all that has been
  said to that point
• Whitehead, D (1994) Language Across the
  Curriculum An Interactive Approach Australia
  Australian reading Association

42
Learning Plans, Goals, Assessment

• Assessment
• What does the goal look like when completed?
• What evidence represents each stage of
  completion?
• How will you assess each stage?
• Is each stage of achievement equal?

1.Cooperating 2.Beginning
3.Consolidating 4.Established
5. Transferred 6. Completed
Cognitive Decision Making Matrix
43
Goal Is able to successfully complete a set task. SACSA HPE Goal Is able to successfully complete a set task. SACSA HPE Goal Is able to successfully complete a set task. SACSA HPE
Achievement Assessment Strategies Evidence
Cooperating Accepting assistance
Beginning Attempting a skill
Consolidating Practising a skill
Established Consistently demonstrating
Transferred Using across situations
Completed An activity /sequence



Cognitive Comparison Matrix
44
How the Task was Completed

• Assisted
• Prompted
• Independently
• Within set time
• Required additional time
• Verbal response
• Written response
• 
  

45
STRATEGIES

• What scaffolding do I need to put into place to
  support students to demonstrate their learning?

46
Self Regulated Strategies

• Look Say Cover Write Check
• SMP (self monitoring performance)
• Spelling Rocket Bar Graphs
• Question Why important to practice?
• Practice goal setting each day
• Narrative Writing Strategy
• www, what 2, how 2
• Self talk through content and self-regulation
  strategy
• Teach self statements to emotionally cope with
  negative feelings
• Teach how to self-reinforce
• Graham, Harris
  Sawyer

• A SELF HELP STRATEGY
• I must ask myself
• Do I know this word?
• How many syllables can I hear when I say the
  word?
• Do I know any other word that sounds almost the
  same?
• Which letter-groups do I need to write?
• Does the word I have written look correct?
• Ill try again
• Does this look better? Let me check.

47
Participation

• Classroom organisation routines
• In-class support Who manages it?
• Student Voice
• Leadership opportunities
• Community involvement
• Real life learning experiences
• Homework skills school bag
• School Counsellor / SSO/ Parent Volunteers

48
RESOURCES

• http//web.seru.sa.edu.au
• SERU UPDATE
• Special Ed Expo
• www.ldonline.org
• www.allkindsofminds.org
• http//cms.curriculum.edu.au/assessment/default.as
  p
• http//rubistar.4teachers.org/index.php
• http//www.autismsa.org.au/
• http//www.suelarkey.com/