Curriculum Differentiation:

Slides:

Advertisements

Similar presentations

Curriculum Differentiation:

Advertisements

Creating the Map To Set the Direction. Educational Positioning System (EPS – a play on GPS)

Bringing it all together!

Differentiation: What It Is/What It Isn’t

Universal Design for Learning (UDL). UD in Architecture a movement of designing structures with all potential users in mind incorporated access features.

Acceleration An RUSD GATE Best Practices Tune-Up.

SLAs – MAKING THE SHIFT. Session Goals Deepen understanding of Inspiring Education, Literacy and Numeracy Benchmarks (embedded in Curriculum Redesign)

NCTM’s Focus in High School Mathematics: Reasoning and Sense Making.

Module 21 The Role of Materials. What’s inside Purpose of materials Learning support Producing materials for ESP Writers or providers of materials Teacher-generated.

Project-Based Learning

Gifted and Differentiation Forum Nov. 1, 2010 Julian Middle School Commons.

Differentiated Curriculum What does differentiation mean to teachers and to students? LCPS AES FACILITATORS K-12.

Week 7 Managing eLearning. “...an approach to teaching and learning that is used within a classroom or educational institution... It is designed to.

Adapting the Common Core and New Essential Standards for Gifted: Using Research-Based Differentiation Features DPI AIG Team Session NCAGT 2012 Elissa Brown,

Meeting the Needs of the More Able Extension & Enrichment.

Differentiating Instruction Shari Gallin Washburn Christy Lendman GUA, 2003.

Achievement for All Implementing Differentiation through the MOSAICS Program Dr. Denise Pupillo.

D IFFERENTIATION : P ROVIDING RICH LEARNING EXPERIENCES FOR ALL STUDENTS. Helen Baber SPCC July 2011.

Writing Across the Curriculum (WAC) at Sojourner Douglass College Faculty and Staff Session One Saturday, November 9, 2013.

Educational Services for Individuals with Exceptionalities Adapted Lesson Plan.

A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.

Thomas College Name Major Expected date of graduation address

The Areas of Interaction are…

1. Principles Equity Curriculum Teaching 3 Assessment Technology Principles The principles describe particular features of high-quality mathematics programs.

Curriculum for 21 st Century Learners Written by Karen Green & Amanda Dressing.

Authentic Learning and Assessment Erin Gibbons Five Standards of Authentic Instruction  Higher-Order Thinking  Depth of Knowledge  Connectedness to.

Meaningful Mathematics

Differentiated Instruction: One Size Doesn’t Fit All... Differentiation.

Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.

Teaching Strategies Accommodations and Modifications.

Pedagogy for the 21 st Century LSS Retreat, November, 2010.

Plenary Session 7: Technologies and Principles of Learning in Support of Teaching Delwyn L. Harnisch University of Nebraska, Lincoln.

Achievement for All Implementing Differentiation.

Differentiation Cheryl Harvey Secondary Literacy Facilitator Team Solutions University of Auckland Cheryl Harvey Secondary Literacy Facilitator Team Solutions.

Lecture by: Chris Ross Chapter 7: Teacher-Designed Strategies.

Constructivism A learning theory for today’s classroom.

Meeting the needs of diverse learners k-6. Carol Ann Tomilson  Its not a strategy but a total way of thinking about learners, teaching and learning.

1 Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level 8 & 10 December.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

Put Your Classroom On A 21 st Century DI-IT Create Engaging Technology Rich Differentiated Classroom Environments Create Engaging Technology Rich Differentiated.

Overview of the IWB Research. The IWB Research Literature: Is overwhelmingly positive about their potential. Primarily based on the views of teachers.

The Relationship between Elementary Teachers’ Beliefs and Teaching Mathematics through Problem Solving Misfer AlSalouli May 31, 2005.

Introduction to STEM Integrating Science, Technology, Engineering, and Math.

BRINGING IT ALL TOGETHER Use of Rich Tasks. What is a Rich Task? Accessible to all levels Provides an opportunity to explore mathematics Involves testing,

1. 2  Share with your tablemates how you spent your $100.  After everyone has shared, have a discussion about the importance learners’ interests play.

Designing Opportunities for Learning Chapter 2 By Sheri Higgs.

Chapter 1 Integrating UBD and DI An Essential Partnership.

Key Competencies.

Teaching the Gifted Student in the Regular Classroom

Teaching to Diversity in the Regular Classroom. Learners learn best when… “Engagement” (active processing) for learning happens when … Need for collaboration.

We believe that children's engineering can and should be integrated into the material that is already being taught in the elementary classroom -it does.

What is Differentiated Instruction? Differentiated instruction is the theory that allows teachers to face this challenge by taking diverse student factors.

© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.

Mary McClure, EdD, LPC Class 3. Multiple approaches to instruction are probably appropriate… Diversity of student populations is increasing – more inclusive.

Understanding Primary Music Self-study materials: Overcoming barriers to learning.

Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.

Differentiation Presented by Redwood Teachers. Differentiation in a Nutshell Differentiated Instruction is multiple ways to structure a lesson so that.

Susannah Moran Karen Diaz. Assessment  Authentic Tasks: –Do you think the United States should sign the Kyoto Protocol? Write a memo to the president.

CREATING A SOCIAL STUDIES CLASSROOM

Differentiated Instruction For Gifted Learners

Day Three: Curriculum and Instruction

Competency Based Learning and Project Based Learning

Inquiry-based learning and the discipline-based inquiry

E-learning and E-assessments

STRATEGIES FOR RIGEROUS ADVANCED AND GIFTED CLASSES Learn how to amp up the rigor and provide high impact instruction to these specific student populations.

Teaching and Learning with Technology

Department of Special Education

Welcome to the overview session for the Iowa Core Curriculum

Presentation transcript:

Curriculum Differentiation: The Maker Model

What is a Differentiated Curriculum? A Differentiated Curriculum is like a game of “Boot – Bot” soccer.

What is a Differentiated Curriculum? Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom. (Tracey Riley, 2006)

Big Questions???? What are the conditions for ICT to be of value in the teaching and learning process of all / gifted students?

Big Questions???? How do we play with the idea that ICT is a potentially powerful tool for introducing cognitive challenge through explorations of new ways to manipulate information, enhance deep thinking, and facilitate connections between like-minded students?

What does Differentiation look like using ICT?

The Maker Model June Maker - 1982 Differentiation requires modification of four primary areas of curriculum development: Content Process Product Learning Environment

Differentiating Content Remove the ceiling on what is learned, and use the student’s abilities to build a richer, more diverse and efficiently organised knowledge base.

Differentiating Content Concepts or Big Ideas More complex – different access to content using a range of ICT tools just in time……… More varied, abstract, complex Organised differently

Differentiating Content Needs to be taught at a faster pace with less repetition and possibly from a different starting point. Curriculum Compacting.

Differentiating Content Content goals should include outcomes adapted or changed to suit the established knowledge base of the student/s.

Differentiating Process Process is the way in which the content is presented to students: Questions Learning activities Process can be differentiated by: Modifying the level of thinking (ie. Bloom’s taxonomy) Changing the pace Changing the approach

Differentiating Process Processing skills help students manipulate knowledge in meaningful ways. Research has shown that gifted students benefit significantly from higher order thinking training – Habits of Mind.

Differentiating Process Careful preparation of questions is essential. Adopt a thinking model eg, deBono’s Six Hats, Habits of Mind and use repeatedly to allow students to internalise it.

Product Product is: What the students produce NOT a summation of content Should involve: Higher-level reasoning skills Analysing Evaluating Creating

Differentiating Product Gifted students require high but specific expectations and depth with product: Real world problems and products A real audience Realistic corrective feedback/feed forward

Differentiating Product Variety of production requirements and alternatives. Open-ended product alternatives that encourage creative responses. A reason for sharing.

Learning Environment Changes should also be made to the learning environment if successful modifications are to be made to the content, process and product of curriculum.

Learning Environment Group able children together part of the time so they have the freedom to work at their own level (without modification).

Learning Environment projects- inside and outside classroom Students should be given authentic projects- inside and outside classroom with real audiences and ADDED VALUE. NZ Research Jeanette Christensen

Learning Environment They should be provided with a structured learning environment with open-ended tasks. Research shows that ability grouping for specific instruction is effective for all students including gifted students but only if the curriculum has been differentiated.

It should be challenging! Children should be introduced to materials and activities which would be beyond the capabilities of their age-peers of average ability.

Big Questions??? Teachers should ask: Would all students want to be involved in such ICT learning experiences? Could all students participate in such ICT learning experiences?

The NZ Curriculum An exciting time…….. Key Competencies – Thinking Learning Areas – Future Focus sustainability, citizenship, enterprise and globalistaion

Why Differentiate? All students should be given an opportunity to develop to their full potential. Relevant ICT tasks, infused with thinking strategies based on authentic inquiry based learning.

Online resources Differentiating Instruction www.ascd.org/pdi/demo/diffinstr/differentiated1.html (accessed 1 April 2004) Elements Integrated into Curricula http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/elements.html (accessed 1 April 2004) Partners in Enrichment: Preparing teachers for multiple classrooms www.cec.sped.org/bk/martec.html (accessed 1 April 2004) Selected ERIC Abstracts on Differentiated Instruction http://www.ascd.org/educationnews/eric/differinstructionabs.html (accessed 1 April 2004)