differentiation and the individual learning journey
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Differentiation and the Individual Learning Journey . Aim of this session. To share and explore a process for planning differentiated learning. Aspiration. Inspire you to be even more interested in your professional practice. Teaching for a Social Purpose. - PowerPoint PPT PresentationTRANSCRIPT
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Differentiation and the Individual Learning Journey
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Aim of this sessionTo share and explore
a process for planning
differentiated learning
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AspirationInspire you to be
even more interested in your
professional practice
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Teaching for a Social Purpose
Teaching your
ValuesReflexive Practice
Win/Win/Win
Embedding Diversity
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DEFINITIONS Differentiation vs Personalisation Differentiation – the art of teaching each
unique individual in their stretch zone… (tutor’s responsibility = assessment)
Personalisation – ensuring that the student can be recognised as an individual throughout their whole learning experience (organisation’s responsibility = evaluation)
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DEFINITIONS Differentiation vs Inclusive Learning Differentiation – the art of teaching
each unique individual in their stretch zone… (tutor’s responsibility)
Inclusive Learning – what’s put into place to ensure that each student has the resources they need to succeed(organisation’s and tutor’s responsibility)
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The Zones
Comfort Stretch Panic Differentiation
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DEFINITIONS Differentiation Differentiation – the art of teaching
each individual in their stretch zone…
…so that they are challenged and excited by the learning and not frightened of it.
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INITIAL ASSESSMENTQuestions
What do you assess and how?
How do you avoid making assumptions about individuals?
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INITIAL ASSESSMENTReflexive Practice
Reflection = I did this, this happened, I’ll do this next.
Reflexion = I did this because (this is how my values played out), this happened, I’ll do this next.
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PLANNING
Freedom needs
Boundaries
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PLANNING Outcomes vs Activities
Outcomes must come first.
Activities flow from outcomes.
TEACHING WITHOUT ASSESSMENT ISN’T TEACHING.
(talk, game, presentation, performance)
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PLANNING Values and Practice Principles Value = deeply held guiding belief, shaped
by life’s experiences.
Practice Principle = how values play out in your practice as a teacher (or life in general).
Choose one of today’s five values. How does this play out in a practice principle for you?
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PLANNING SMART Learning Outcomes Aim = general statement of intent.
Learning Outcome = a measurable target of achievement, phrased thus: by the end of the session, the learner will be able to…
DON’T BE A HOSTAGE TO FORTUNE!All students should be able to achieve all
learning outcomes comfortably.
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PLANNING SMART Learning OutcomesSpecificMeasureableAchievable RelevantTime Framed
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BREAK
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A Planned Learning Process: Check In 11. Scheme of work written.
2. Selection confirmed.
3. Initial assessment carried out.
4. Session(s) planned.
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‘The’ Teaching CycleInitial
Assessment
Planning
Delivery
Assessment
Evaluation
Differentiation
(stretch)
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DIFFERENTIATIONIndividual Learning Goals
1. Students write their own (gain a valuable life skill and move along the spectrum of independence)
OR2. You produce a differentiation rubric
for the course and support students to identify their own stretch
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DIFFERENTIATIONStudent Led
1. SMART (of course)2. Congruent with the values of the
student3. Recorded in Individual Learning Plan
This process is strongly ipsative and therefore in line with the College’s own values of empowerment and transformation.
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DIFFERENTIATIONTutor Led1. SMART (of course)2. Congruent with the values of the tutor3. Recorded in Individual Learning Plan
This process is weakly ipsative and moves the student more gently along the spectrum of independence towards self-determination.
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DIFFERENTIATIONTutor Led
Learning Outcome
Stretch 1 Stretch 2
List three local voluntary organisations
Research two local voluntary organisations
Contact one local voluntary organisation
List three key elements of volunteering
Describe the role of the volunteer
Prepare a volunteer job description
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DIFFERENTIATIONTutor Led
Learning Outcome
Stretch 1 Stretch 2
List three local voluntary organisations
Research two local voluntary organisations
Contact one local voluntary organisation
List three key elements of volunteering
Describe the role of the volunteer
Prepare a volunteer job description
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Must – Should – Could Dangers… Locus of control with teacher not student About groups, not individuals (therefore
not differentiation) Danger of making assumptions Missed opportunity to develop valuable
life-skills
USEFUL FOR THE TUTOR TO IDENTIFY EXTENSION ACTIVITIES
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DEFINITIONS Differentiation vs ExtensionExtension refers to the activity.
Differentiation refers to the student.
Extension is the vehicle for the student’s stretch
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RECORDINGEach Student’s Progress
My Learning Space (MLS) or course-specific ILP
How well do students map their continuous progress against their goals?
How well do we?
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RECORDINGThe Tutor’s Intent
Scheme of Work
Plan your teaching mindfully Signpost observers to the evidence
‘NC Scheme of Work 2012’ available on NorthernEye
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RECORDINGThe Tutor’s Intent
Assessment Strategy1. Initial AssessmentThird party recruitment – first time I’ve met the students, time invested in introductory activities – see session plan2. Formative AssessmentObservation, questions, daily reflective journal(3. Ipsative Assessment)ILP – see sample portfolio4. Summative AssessmentCompleted portfolio – see sample
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A Differentiated Learning Process Check-In 21. Scheme of work written.2. Selection confirmed.3. Initial assessment carried out.4. Session(s) planned.5. Values work with students.6. Student to produce Individual Learning
Goals/complete Differentiation Rubric7. Check-in points to assess progress against
goals.8. Exit IAG completed and goals carried forward
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Over to you… Create an action plan for improving
differentiated learning in your own practice.
SMART goals please!
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What’s next? Share good activities and ideas via the
Good Practice Guide at www.northern.ac.uk/teachnorthern (NC staff only)
Reflect on your practice using the TeachNorthern blog http://teachnorthern.wordpress.com/ (www)
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Finally… Get differentiation right and you are
automatically beginning to embed diversity in your practice. Diversity of opinion Resonating with those identities present (Reflecting absent identities.)
Every student is an unique human being.
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Interested?Embedding Diversity
Conference at
The Northern College 15th June 2012
Some free places for staff!