Transcript Catering for the Range of Learners: Differentiation

Catering for the Range of
Learners: Differentiation
Ingrid Alderton & David Horsell
26th May 2011
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, ongoing monitoring and evaluation of the plan
– Involves students in decision making
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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
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
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
Six Principles for Differentiation
1. Every child can learn
2. Every teacher can learn
3. Learning is a dynamic process which requires
mutual responsiveness
4. Progress will be expected, recognised and
rewarded
5. Every child is entitled to high quality education
6. Environments and people can change
(O’Brien 2003)
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
Types of Students in the Classroom
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Successful
Social
Dependent
Alienated
Phantom
Range of Assessment Tools
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Psychometric assessment
Observation
Peers assessment
Product assessment – conferencing, interviews
Anecdotal records/checklists
Criteria based assessment video/photo assessment
Norm-referenced tests
Informal assessments
Barriers to Learning
• Language based difficulties
• Attention based difficulties
• Executive function difficulties
Appropriate Challenge
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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
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
Learning Environment
• What does the learning area look like?
• Desk arrangement, visual information, word
walls etc, atmosphere.
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
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
Product
• Detailing the outputs required- rubrics
• Personalise learning goals
• Variety of formats available to demonstrate
learning
Wiggins & McTighe (1998)
Identify desired
results
Determine
acceptable
evidence
Plan learning
experiences &
activities
Learning & Teaching
What do you need to do to have all students
achieve?
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Program for all
Differentiate the curriculum
Provide explicit teaching
Strategy Instruction with scaffold
Technology
Participation
Levels of Instruction
Targeted
Individual
or small group
Group
within class
Universal
Instruction
All, Most, Some Planning Matrix
Outcomes
All
Most
Some
Resources
Activities
Assessment
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
Group Instruction
• Groups need to be fluid with opportunities for
interchanging roles
• Contracts
• Learning Centres
• Support personnel
Program Modification
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Content
Methodology
Expectations (?)
Time
Resources
Outcomes
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
STRATEGIES FOR MANAGING A
DIFFERENTIATED CLASSROOM
tasks and products designed group / peer investigation
with a multiple intelligence
orientation
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
independent learning
contracts / goals
Explicit teaching, Prior Knowledge,
Questions, Practice
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.
EFFECTIVE STRATEGIES
Know your Student Learning Styles
VISUAL LEARNERS
Student can use
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Clear visual cues
Teacher can offer
• Charts, worksheets,diagrams
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See the big picture cues
• Webbing, mapping, graphic
organisers
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See information on WB
• Seating in class
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Notetaking / visual images
• Use Frameworks
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Computer typing
• Diary notes,
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Concept mapping
• Organizational checklists
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Genre / report processes
• Assessment timetables
Know your Student Learning Styles
THE AUDITORY LEARNER
Student can use
Teacher can offer
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Clear instructions & directions
• Brief - to the point verbal cues
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Oral Expressive Language
• Written supports
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Listening oral presentation /
• Media supports - video’s
multimedia supports
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Praise
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Sight word vocabularly
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Computer programs
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Calculators
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Reading aloud
• Spelling supports
• Computer programs
Know your Student Learning Styles
THE KINESTHETIC LEARNER
Student can use
Teacher can offer
• Hands on activities
• Responsible rules
• Quick writing activities
• Memory strategies
• Breaks
• Workbook requirements
• ICT & Assistive Technology
• Seat changes
• Guided practice support
• Meta-cognitive strategies.
The Explicit Teaching Cycle
Teaching
Feedback
•(DECS,Cornerstones, Mods 6&7 1994-95)
Guided Practice
Independent Practice
Explicit Teaching
• Lessons should contain 75% known and
25% unknown
• Plan lessons so that students are
successful 80% of the time
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
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
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
Feedback is evidence about:
• Where am I going?
• How am I going?
• Where to next?
John Hattie 2010
Independent Practice
• Provides additional practice to increase
speed and automaticity
• Practice to over learning (95% and
above)
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
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
Strategies for Understanding
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Show me
Tell me in another way
Draw it
Summarise
Key words – Dictogloss
Brainstorm
Retell/recount
Questioning – fat/skinny questions
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
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
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
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
Goal: Is able to successfully complete a set task.
SACSA H&PE
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
How the Task was Completed
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Assisted
Prompted
Independently
Within set time
Required additional time
Verbal response
Written response
STRATEGIES
What scaffolding do I need to put into place
to support students to demonstrate their
learning?
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 selfregulation 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.
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
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/