differentiation cheryl harvey secondary literacy facilitator team solutions university of auckland...

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