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 • (O’Brien 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 doesn’t pay off • On target - Effort leads to success • Vygotsky’s 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

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 aren’t 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

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. 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 EFFECTIVE STRATEGIESKnow your Student Learning StylesVISUAL LEARNERS

27. 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 - video’s Spelling supports Computer programs Know your Student Learning StylesTHE AUDITORY LEARNER

28. 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. Know your Student Learning StylesTHE KINESTHETIC LEARNER

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 John Hattie 2010

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 can’t 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 can’t 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 speaker’s 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? Cognitive: Decision Making Matrix

43. 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. 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? I’ll try again Does this look better? Let me check. Self Regulated Strategies

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.asp • http://rubistar.4teachers.org/index.php • http://www.autismsa.org.au/ • http://www.suelarkey.com/