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).

Three Year ProgramIntroductory Session Workshops

Effective Group Work Effective use of Questions Graphical Organisers

Effective Group Work Effective use of Questions Graphical Organisers

 Mind maps  Placemats  Fishbone diagrams  Concept maps  Understanding their purpose and their correct use is central to the development of Instructional Intelligence.

Effective Group Work Effective use of Questions Graphical Organisers

 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

Effective Group Work Effective use of Questions Graphical Organisers

 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”