An Approach to Differentiated Teaching & Learning

Gifted children Children with specific learning difficulties Children with behavioural difficulties Changing curricula – e.g. Project

maths/Science Movement towards assessment for

understanding Practical elements in every subject Review of Junior Cycle taking place Review of some Senior Cycle subjects also

Instructional Intelligence

Using multiple instructional

processes

To create powerful learning

environments

Works best if

•change is systemic

•supported by management

Involves knowledge

of•The Learner

•The Curriculum•The

Assessment•Instruction•Change•Systemic Change

“The most powerful predictor of student achievement is the

teachers’ instructional repertoire and the Principal’s support”

(Barrie Bennett).

Mind maps Placemats Fishbone diagrams Concept maps

Understanding their purpose and their correct use is central to the

development of Instructional Intelligence.

Some teachers argue their students are not skilled enough to work in groups?… Myth or Reality?

Some teachers argue that you can’t assess students when they work in groups … Myth or Reality?

Some teachers argue they can’t have students working in groups because they won’t be able to cover the curriculum … myth or reality?

Some teachers argue that they don’t put kids in groups because they are getting them ready for university … myth or reality?

How many job ads in the paper say: “Wanted, employees who can sit in a row; and, when stuck on a problem, will raise their hand and wait for the boss to come around and solve their problem”?

How many relationships would be better off if those involved could ‘suspend judgment’, ‘attentively listen’, and ‘disagree agreeably’?

Effective Group Work◦ How groups are formed◦ Environment they’re working in◦ Safe environment◦ Resources◦ Accountability◦ Defined roles

Group work strategies◦ One stay, the rest stray or vice versa◦ Milling to ‘(no) music’◦ Think.....pair.....share

Bloom’s Taxonomy – using it as ways to learn rather than ways to test

Questioning Strategies◦ Wait Time (longer than 1.5 seconds)◦ Framing the question◦ Safe environment – fear of failure◦ Accountability◦ Appropriate response

Generally the best way of asking a question is to address the whole class. Each pupil

should understand that be may be expected to reply. In stating the question no sign

should be shown that would indicate who is to answer. The main thing is to secure that

every student is held on the alert. Each question should be given to that student, who, with due regards to the interests of the class stands in most need of receiving

it. This method has the great advantage of the teacher to apply a proper distribution

of tests. P. 232 in the book: School Management and the Principles of Practice

and Teaching. Millar, 1897

Mary, what type of rock is found in the Burren.

“Everybody, please take 30 seconds to think about what type of rock is found in the Burren, also found in other parts of Ireland. When I tell you, I want you to share your answer with your partner and afterwards I will ask some of you to share your answer with the class”