Implementation of NSS Curriculum :
Diversified Learning &Stretching Potentials
Ethics and Religious Studies
Polly & the PopcornPolly & the Popcorn
Quality CurriculumDifferentiated Instruction
• What we teach (content) What we teach (content)
• Whom we teach (students)Whom we teach (students)
• How we teach (Instruction)How we teach (Instruction)
DI
The big ‘Verb’
• Know • Identify• Recognise• Apply• Explain
• UnderstandYou really understand when you can:– explain– interpret– apply & adapt– see from
different perspectives
– show empathy– reveal self-
understanding
Responsive Teaching:Managing Curriculum and Learner Diversity
• Planning for Content and Students• Students need to learn disciplinary knowledge,
make meaning of information and think at a high levels
• Students need to learn the ‘basics’ and apply them in respectful and meaningful ways
• Students need to have a balance between self-construction of meaning and teacher guidance
• Students need to know the learning goals of a lesson and criteria for successful demonstrating proficiency with the goals
Instruction in an one-fit-all setting
• How do I give directions for tasks?• How will I know what students understand
and can do?• How do I keep their interest?• How do we transit from one part of the
lesson to the next?• How do I distribute resource materials?
• We think, learn and create in different ways.• Development of our potential is affected by the match
between what we learn and how we learn with our particular intelligences
How we share in common makes us human. How we differ makes us individuals.
Overview of D. I.
Differentiated InstructionDifferentiated InstructionWhat is it? And isn’t?What is it? And isn’t?
Is not• Individualized Instruction• Chaotic: market place vs
supermarket• Another way to provide a
few homogeneous groups
Is• Proactively planned• Qualitative• Rooted in assessment• Multiple approaches to
content, process and product
• Student centered• A blend of whole-class,
group, and individual instruction
General Principles of Differentiation
• All students participate in Respectful Task which offers all students (struggled or
advanced) tasks that are equally interesting, equally important and equally engaging
• Flexibility: flexible grouping; use materials flexibly and employ flexible pacing
• On going assessment and adjustment: to meet students’ needs
Differentiation Is a teacher’s response to learner’s
needsShaped by mindset & guided by general principles of
differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers can differentiate through
Content Process Product Affect/Environment
According to students’
Readiness
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…
Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.
Quality Curriculum
Bldg. Community
Interest Learning Profile
Teachers modifies Content, Process and Products
• Content: what students going to learn and the materials used (knowledge & theory)
• Process: designed activities to delivery the essential learning elements and skills
• Products: vehicles which students used to demonstrate what they have learnt
According to students diversity in……
• Readiness: a student’s entry point relative to a particular understanding and skills(struggled and advanced learners)
• Interest: a student’s affinity, curiosity or passion for a particular topic or skills
• Learning style: refers to how people learn, may shape by intelligence preferences, gender, culture…
What’s the point of differentiating in these different
ways?Readiness
Growth andProper Challenge
Interest Learning Style
Motivation Efficiency15
Differents in terms of…
Skills
Concepts
READINESS INTEREST LEARNINGSTYLE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
• Areas of Strength and Weakness• Work Preferences• Self Awareness
Elements of Differentiation
ContentContent ProcessProcess ProductProduct
ReadinessReadiness
InterestInterest
LearningLearningStyleStyle
Instruction in an one-fit-all setting
• How do I give directions for tasks?• How will I know what students understand
and can do?• How do I keep their interest?• How do we transition from one part of the
lesson to the next?• How do I distribute resource materials?
Rethinking the Classroom Instruction
What Strategies can be Used for Designing Purposeful Instruction?
• Learning StyleMultiple Intelligences– Sternberg Triarchic– Modality
• Readiness– Tiered– Compacting– Scaffolding
• Other Ideas– Think Dots / Cubing– RAFT– Contracts– Jigsaw– Centers– Complex Instruction– Note taking Strategies– Novelty ideas
Curriculum Instruction Assessment
for
understanding transfer
personal relevance
for for
individual fit
in response to
readiness interests
learning profile
evidence
feedback
informing instruction
engagement &
meaning making
reflection
Curriculum and DI Connections
Reflective Questions• How can we differentiate approaches to curriculum
planning and implementation for the classroom while assuring that all students learn and gain more in-depth understanding?
• How can I truly understand my students as learners, and interpret their learning needs?
• How can we get the evidence we need while allowing students to work to their strengths
• How do we develop lessons and activities that lead to acquisition of knowledge and skill, understanding and transfer while catering the diversities in learners?
Thank You