Stretching all Learners(Post-Primary) NIPT WS08

Stre

tchi

ng a

ll Le

arne

rs

Working together in the workshops will involve…

Confidentiality

ParticipationContributing to group learning

Asking questions/clarifying issuesTaking responsibility for your own learning

Please check that your phone is offfor the duration of the workshop

Stre

tchi

ng a

ll Le

arne

rs

Teacher

Classroom

Concept

In Practice

The Best Each Student

Can Be!

O v e r v i e w

Stre

tchi

ng a

ll Le

arne

rs

Reflective Teaching...

It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility for. ( Sousa and Tomlinson 2011)

Stre

tchi

ng a

ll Le

arne

rs

Walking Debate - Traffic Lights

1. Everyone should always have the same book, maths problem, or art lesson.

2. It is undemocratic or elitist to give special attention to the gifted learner.

3. A student can improve and become smarter through effort and teacher partnership.

4. Learning is richer and more permanent when it's rote.

5. As a teacher I know all I need to know about differentiation in the classroom.

Stre

tchi

ng a

ll Le

arne

rs

Recognise the need to differentiate

Identify and try to understand

student needs

Identify key concepts, skills,

and principles to be learned

Create a classroom environment that

respects difference

Use a range of differentiation

strategies

Learn how to manage a

differentiated classroom

The Role of the Teacher Priority Pyramid

Stre

tchi

ng a

ll Le

arne

rs

Stretching all Learners Time to Reflect

1. How can I gain an understanding of the particular talents, strengths and needs of this student?

2. In what ways can I show this student that I respect and value him/her?

3. How do I/can I help this student to recognise and extend his/her strengths?

4. In what ways do I/can I help students see and value the contributions and potential of every other student in the class?

5. How do I/can I guide development of a sense of classroom community characterised by respect?

Stre

tchi

ng a

ll Le

arne

rs

Intrinsic Motivation Examples:• Going to college because you want to learn• Getting along with your brother because it's the right thing to do• Getting good exam. results because you want to• Practice babysitting because you love kids • Learning how to cook because you enjoy cooking

Extrinsic Motivation Examples:• Going to college to get a degree• Getting along with your brother so he will lend you money• Getting good exam. results so your parents will buy you a car• Practice babysitting so you will have money• Learning how to cook so that you'll earn more money as a chef

Goal Setting – S.M.A.R.T.

Stre

tchi

ng a

ll Le

arne

rs

Meta-Cognition - Try These!

1. How did today’s learning relate to previous lessons?

2. How effectively did you learn today and why?

3. How are you going to use the learning?

4. How could you learn more effectively next time?

5. What was important about today’s learning?

6. Where do you think that our learning will go next?

7. How does today’s lesson fit into the big picture?

Stre

tchi

ng a

ll Le

arne

rs

What did you learn today?At the end of class (or better still in the middle of class to inform

differentiation needs) ask particular students* the above question.

OR

Ask students to discuss in small groups in order to involve everyone.

OR

Ask a couple of students afterwards what someone else in their group learnt.

*Different students will have learnt different things–choose carefully who you wish to respond!

Stre

tchi

ng a

ll Le

arne

rs

What do you think a differentiated classroom would look like?

What do you do to create a differentiated classroom environment?

DISCUSS

Stre

tchi

ng a

ll Le

arne

rs

How to Start Developing a Strategy to Stretch ALL Learners

• Choose a few new strategies

Stage 1

Stre

tchi

ng a

ll Le

arne

rs

Implementing Differentiation Strategies

Commonsense Methods for Children with Special Educational NeedsPeter Westwood (ISBN 0-415-29849-0)

Needs

Experiences/Interests/Skills

Intelligences

Learning Style

ContentActivitiesResourcesProductEnvironmentTeaching Strategies

PaceAmount of assistanceTestingClassroom GroupsHomework

Stre

tchi

ng a

ll Le

arne

rs

ContentVisual Cues, Adapting Text - Flaps/Highlighting, Pre-teach New Vocabulary , ICT

ActivitiesVisual Cues, Provide Choice, Adapting Activity, Tiered Activity with Different Time Frames, Targets that are Self-Directed, ICT

ResourcesVisual Cues, Audio Books, Comprehension Bookmarks, Concept Maps, Checklists , Graphic Organisers, Self-Assessment Checklist

ProductDiagrams, Flow Charts, Concept Maps, Must Should Could, Assignments, Projects, Homework

EnvironmentVisual Cues, Resource Centre, Flexible Groupings, Seating, Movement, OT interventions , Layout of Room, Movement, Groupings

Teaching StrategyModelling, Questioning, Pre-teach New Vocabulary , Five Step Process (EXPLAIN, DEMONSTRATE: TOGETHER SUPPORTED AND INDEPENDENT)

PaceWait Time, Extra Time, Chunking work in time amounts, Extension Activities

Amount of AssistanceBuddy System, SNA Support, Other Staff, Co-operative Learning,Peer Support, Group Work , Team Teaching

Testing (Assessment)Questioning, Choice, Assessment A-Z Activities, Summative, Interventions, Group and Team, Styles of Assessment, Quizzes

Composition of groupsPairs, Mixed Ability, Skills Based Groups, Co-operative Groups, Jig-Saw Groups, Paired Work

HomeworkVisual Cues, Choice, Different Types of Homework,Submission Time and Targets, Shared Activities and Reflection, Extension, Pair Work, Variety, Aural

Stre

tchi

ng a

ll Le

arne

rs

Enter the students of 2-Oak!

AliciaColin

JohnClodagh

MarieAngel

Stre

tchi

ng a

ll Le

arne

rs

Alicia• Alicia is a cooperative and enthusiastic student. She appears to be bright

verbally due to the quality of questions she asks in class. She seems to grasp new concepts and ideas quickly and without any difficulty. She is highly motivated and regularly hands up extra work. She appears to love learning and likes to be challenged academically. She is a considerate classmate and is always willing to help other students. She is an asset in cooperative learning and thrives when given responsibility. She is confident is small group situations but can be intimidated by some members in the class. An incident was brought to the attention of the Year Head earlier this year where a group of girls in her class were texting nasty comments about Alicia and her friends. This issue seems to have been resolved but temporarily appeared to have affected Alicia’s confidence in class. Both of her parents left school early. They are supportive of her education and regularly sign her journal but may lack a real understanding of her academic ability and potential. Alicia will need guidance and direction from the school community in order to fulfil her career ambitions

Stre

tchi

ng a

ll Le

arne

rs

ColinColin is a reserved individual. He is very bright. He has an excellent attendance record to date. He has great focus and highly tuned concentration and organisation skills. His big interest is in computers and he has developed his own app. He does not like to demonstrate his ability in public and is shy both academically and socially. He tends to blend into the background and quietly gets on with his work. There does not seem to be any particular group or individual friend that he is affiliated with and teachers have noted that he does not like group work at all. His mum and dad are very involved in the sporting side of the schools parents association and his two older siblings have excelled on a national level in their chosen sports. Colin likes structure and consistency and prefers to know what is expected of him in all situations. While Colin is not resistant to change he may need time adapting to new teaching strategies, teachers and interventions.

Stre

tchi

ng a

ll Le

arne

rs

JohnJohn presents as a confident, cheeky chap who likes to be considered ‘one of the lads’. The social side of school seems to be his priority. He appears to have many friends but is easily led and he tends to act quiet immaturely around the girls in his class. He appears bright academically. He is generally happy in school but he can be scattered sometimes. Teachers comment that the quality of his work is erratic. He can often be off-task and distracting to other students. He has a big issue around what he believes to be ‘fair’. This has caused debate and arguments in some classes. In certain classes it has been noted that he displays great creativity in his work. He enjoys activities that involve group work as it gives him an opportunity to drop his guard and often shows great kindness and thoughtfulness. The school has little to no information on his parents/guardians. The HSLO is currently working on this.

Stre

tchi

ng a

ll Le

arne

rs

Clodagh

Clodagh is a good student. She is very able and quietly confident. She generally has a happy disposition and engages with teachers and students. Clodagh has a small, loyal group of friends that are very supportive of each other. She has a huge interest and ability in ICT and uses it a lot in her learning. Her organisation skills are excellent. She has been diagnosed with Dysgraphia and uses a keyboard in class for written work. She has been using this technology since fifth class. Her strong subjects are Maths and Business. Clodagh’s dad is a Business teacher in the school.

Stre

tchi

ng a

ll Le

arne

rs

MarieMarie has recently been assessed as having BESD and MGLD. She appears very frustrated and has a negative opinion of school and learning. Marie gets bored very easily and will distract others when not engaged. She regularly skips classes. She is often in trouble with her teachers and year head. Marie exhibits poor emotional literacy. She can be very aggressive and stubborn. She gets defensive and loud when she can’t understand things but she will never admit that she finds learning difficult. She finds it difficult to remain seated for a 40 minute class. She doesn’t seem to be able to keep still for any length of time, she tends to click her pen or tap the table repetitively. She requires short, clear instructions and tasks. Her resource teacher reports that she works well when praised or on a one to one basis. She seems to enjoy Woodwork. Marie has friends across the school but does not seem to be close to any members of her own class. This doesn’t appear to be an issue for her.

Stre

tchi

ng a

ll Le

arne

rs

AngelAngel presents as a very sociable and charming student. While she has a small core group of friends she gets on well with most of her peers. Teachers comment that she is a very capable student but is not reaching her potential academically. Angel gives up readily when she feels she is out of her depth or on anything that requires a lot of effort/time. Angel has excellent communication skills and participates well in group activities. She is helpful and considerate to fellow students. Her English teacher commented that she excels in role play and drama. Her written work appears to be an issue across all subjects. Angel lacks motivation and ambition and does the bare minimum required to keep out of trouble. Angel has no contact with her dad and lives with her mother. While her mother appears supportive, she is very loyal to Angel and may facilitate what her daughter wants in order to “keep the peace.”

Stre

tchi

ng a

ll Le

arne

rs

Challenges to Differentiation

Write down 2 challenges to differentiation you would identify

in the classroom and 1 strategy to overcome each challenge.

Share in groups of 3 what you wrote down…

Reflection in Practice

Stre

tchi

ng a

ll Le

arne

rs

Extension Activities

A-Z

Stre

tchi

ng a

ll Le

arne

rs

Sources of Information

• www.teacherinduction.ie see NQTs/Post-Primary Resources section of the NIPT website for

Subject Specific A-Z of Assessments

• www.ncca.ie

• www.pdst.ie

• www.sess.ie

• www.education.ie

• www.geoffpetty.com/differentiation

Stre

tchi

ng a

ll Le

arne

rs

The end of the beginning?

Don’t end a lesson with .End with!Or with ?Or with ....

To ask for support is a sign of strength...

Stre

tchi

ng a

ll Le

arne

rs

Additional Support Professional Support GroupsNIPT School Support Service

www.teacherinduction.ie

Contact the NIPTinfo@teacherinduction.ie

Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC

To ask for support is a sign of strength…