1. Differentiated Classroom Practice
GOOD TEACHING
Differentiated Classroom Practice
Learning for All
Module 1
Purpose
The purpose of Module 1 is to introduce participants to what is meant by differentiation and what’s expected of good teachers as they use strategies to know their students and use pre-assessments to inform planning and teaching.
Key points to share
This is the first of two Modules designed by the Professional Learning Institute to support schools in the provision of school-based professional learning focusing on Differentiated Classroom Practice. It is aligned with the DoE Differentiated Classroom Practice booklet.

2. Module 1 – Learning goals2
Module 1 – Learning goals
Teachers will:
Understand that they have a responsibility to provide challenging and engaging learning opportunities for all students
Know their students’ backgrounds, interests, strengths, challenges and learning profile
Plan personalised starting points for learning.
Purpose
To share learning goals for participants
Key points to share
These are the overarching learning goals for the Module. Each section has its own set of learning intentions. Just as it is important that we set goals for student learning, we need to consider and plan goals for our own learning. These are the goals for Module one and are framed around what participants will know, understand and be able to do as a result of their learning in this Section.
Take a moment to consider how we have addressed some of these learning goals in Section 1.

3. Student Learning Goals
Students will:
Demonstrate increased engagement
Demonstrate increased level of performance
Become self-regulated learners
Purpose:
To share student learning goals for participants
Key points to share
A key outcome and reason for doing professional learning with teachers is to see improvements in student outcomes: whether they be in the academic domain or social/emotional; or all three. Thus, it is important to be clear what we are trying to achieve for students in the long term, as a result of the professional learning; this is described in the student learning goals.

4. Module 1 Section 1: What is differentiation?4
Module 1
Section 1: What is differentiation?
Section 2: Knowing your students
Section 3: Pre-assessment
Key points to share
Module 1 has 3 sections-
-Section 1 focuses on what is differentiation?
-Section 2 focuses on knowing your students
-Section 3 focuses on using pre-assessments to know your students’ current understanding of what it is you are planning to teach.

5. Section 2 – Learning intentions
Understand that positive and respectful relationships support safe, productive learning environments
Increase students’ engagement in learning by capitalising on their interests and strengths
Use appropriate strategies and learner profiling tools to inform planned, personalised learning
Key points to share
The focus of Section 2 is to plan for responsive teaching from a basis of knowing who your learners are as individuals and as students. The main points covered in this section are:
Prioritise developing learner profiles in order to maximise learning outcomes
Be aware that profiling happens over time
There are key times in the school year to carry out more formalised profiling activities such as when class groups first come together or at points of transition from year to year or school to school
There is student profile information stored centrally in Department of Education systems such as Edi and the Student Support System
Getting to know student strengths, backgrounds, challenges and interests - not just students’ needs
Get to know what strategies can help students settle in and become independent
Model respectful social interactions and relationships as this sets the tone for the learning environment
When the teacher signals to students that they are valued and important, students come to know that the teacher will take into account their needs and aspirations when planning for learning
Effective curriculum implementation can only happen once you understand your students.

6. Before we begin In Section 1 we:6
Before we begin
In Section 1 we:
Engaged with research and DoE key messages about differentiation
Developed a school understanding of
‘We believe differentiation is…’
Commitment to action from Section 1
Share your reflection with a partner
(refer to worksheet 3 from Section 1)
Purpose
To revisit and connect with learning from previous Section
Activity Instructions
Refer to previous section: statement of school understanding of “We believe differentiation is…” and commitment to action made by participants.
Share with a partner using what was recorded on Worksheet 3 in Section 1.

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Tuning in
Choose three different coloured jelly beans and share a story about one of the following things …
Pink – one fact about your childhood
Blue – your past job/volunteering
Yellow – your most embarrassing moment
Green – your best holiday
White – a sound you love
Black – the person you would choose to be if you could be
Purple –the best novel that you ever read
Purpose
To model a strategy for getting to know students/colleagues and contribute to a trusting learning environment
Key points to share
This activity is part of a large collection of strategies that we will engage with later in the Section
Activity Instructions
Use the lollies in the bowls on each table. Ask participants to select any three lollies. When the presenter clicks next in this presentation some questions will be revealed. Depending on time all/some of the people at each table share a story about themselves related to each/one question. (Participants can opt to pass)
Note for facilitator
Edit the statements and questions that are revealed in the animation depending on the colour range of lollies you use.

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Learning process
Reflect on an example of how knowing students informs planning and classroom action
Reflect on, share and extend current practices in getting to know students
Explore learning profiles as a tool for capturing knowledge of students
Purpose
To share the process which will be used to learn more about the importance of knowing students to inform classroom action
Key points to share
The process used will establish the purposes of getting to know students and then have participants use their reflection to guide their own learning
It is important to have a common understanding of what we are talking about when we use the words ‘knowing our students’
You will use the reflection on your own practice and identify new or refined tools to include into your practice
One of the underpinning principles of differentiated practice is that small, but ongoing refinements and adjustments to practice leads to significant change through time.

9. Examples of practice View a video Group discussion:
Supporting Diversity in BC schools - Student Profiles
Group discussion:
What is your reaction to …
‘ … throw out the curriculum’
… group of 1’
Purpose
To reflect on an example of this aspect of differentiation in action and reflect on some selected points
Key points to share
Learning is a social enterprise. Access to a robust curriculum is also imperative; however, ensuring that the learning environment is safe, supportive and builds on from learners’ strengths and interests is a fundamental action in planning for success
Be flexible in meeting learners’ needs e.g. one of the teachers videoed offers students the option of working in groups of one when collaboration is not a focus for the learning, to accommodate a student who is very shy and finds working with peers too difficult.
Notes for Facilitator
Video summary: Length 3.39 minutes
The video is accessible on the following link (Note that the video is positioned at the bottom of the web page. Scroll down to reveal)
In this video Canadian secondary teachers share their strategies for getting to know students each year and how this information shapes their teaching programs and approaches. They highlight how each year and class is different. They place a high degree of importance on building positive relationships with students and then differentiating to suit needs and enhance learning outcomes.

10. DoE key messages Give 1 – Get 210
DoE key messages
Read Differentiated Classroom Practice booklet page 9 and top of page 10
Give 1 – Get 2
What is one strategy you use to get to know your students? What strategies are your colleagues using?
Record your strategies on worksheet .
Purpose
To connect current classroom practice to key messages of the Department of Education booklet- Differentiated Classroom Practice
Activity Instructions
Read up to the Specialist support heading at the top of page 10 in the booklet
Reflect on your current practice and write down one strategy that works effectively for you in getting to know your students using Worksheet 1.
Get up with your worksheet and move about to find a partner
Each partner shares their one strategy (Give 1) and listens and records the strategy their partner shares (Get 1) (1 minute each)
On a sound signal, move about to find a new partner and repeat once more, so you have three strategies recorded

11. DoE key messages
Read Differentiated Classroom Practice booklet page 10 – specialist support
Who else helps you to get to know your students?
Record on worksheet 1
Share with your group
Group discussion:
What school processes help and hinder this sharing of knowledge about students?
Purpose
To consider the role of specialist support in getting to know students and reflect on school processes in sharing knowledge of students
Key points to share
There is a range of specialist staff, such as specialist literacy and numeracy teachers, who can assist in developing student profile information.
For example for students with disability there may be specific profile tools, related to the student’s needs, available to help construct a comprehensive picture of students’ strengths, needs and interests.
Every school has a support teacher who can assist in directing staff to suitable profiling tools and ways to go about promoting student or family contributions to the process. Make the most of opportunities to consult with specialist staff where required.

12. Do they know that you know?12
Do they know that you know?
Read the article on worksheet 2
Individually complete the ‘Knowing your students’ table for 5 students
Key points to share
Highlight the importance of:
Teachers knowing their students’ backgrounds, needs, aspirations and strengths
Applying and using this information to create personalised learning experiences
Creating safe and supportive learning environments where students’ learning needs are met and they feel able to take risks with their learning
Your students will realise that you understand their strengths, interests and needs through:
your interactions with them and/or
your teaching practice taking account of what you know about them
Activity instructions
Read the article on Worksheet 2
Individually complete the ‘Knowing your students’ table for 5 students that you teach
Identify a strength, need and interest for each student
Then place a tick against each student if they know that you know their strengths, interests or needs.
Discuss with a partner what evidence you might have that your students realise that you understand their strengths, interests and needs.

13. Exploring profiling tools13
Exploring profiling tools
What other profiling tools are available?
Find a new tool to trial with some students, maybe in addition to one you are currently using
Using the tools in the DoE’s Virtual Learning Environment – Fronter
Purpose
To explore profiling tools and select some which will be useful to you in your classroom context
Key points to share
Profiling tools help teachers to find out more about students directly from the students themselves
Can be used in conjunction with others who know the students: parents, support staff, former teachers etc.
We are going to look at a broad range of profiling tools in Fronter
You will be asked to think about one you are using or select one and trial it with some students
Notes for facilitator re the role of the Differentiation Fronter Room
Provide one-stop-shop of quality assured resources, tools and strategies to support teachers to implement differentiated classroom practice
Its structure mirrors the printed Good Teaching - Differentiated Classroom practice booklet and provides breadth and depth
The content has been contributed collaboratively by officers from PLI and Curriculum Services; it keeps evolving as new material becomes available
Workshop participants are contributing resources and this is encouraged
See the Introduction to Fronter handout for general Fronter information, if required.

14. Knowing where to look Notes for facilitator14
Knowing where to look
Notes for facilitator
Ensure participants are aware that this is a screen shot preview only and they do not need to read it at this time as they will be exploring the page very soon
Take time to orientate participants around this page of Fronter, particularly if they are unfamiliar or new users
Highlight key areas as indicated by headings
What is a learner profile and why use them? Provides further introductory information
Students with specific needs: Provides strategies and background information about the needs of specific groups, as indicated by the headings e.g. gifted students, students dealing with trauma, students with disability etc.
Student profiling tools: An extensive collection of tools that can be downloaded, edited and used as a source of ideas/guide to finding out more about your students.

15. Getting into Fronter http://casas.tas.edu.au/vle/
Go to the CONTENTS page
Scroll to heading : Knowing your students
Click on the link: Key messages
Activity Instructions
Open the Fronter room – Differentiated Classroom Practice.
Navigate to the section called Knowing Your Students.
Read the content under Key Messages and investigate the profiling templates and tools with a view to selecting one or more that could be used or tailored to suit a student or group of students
Review and discuss with someone next to you
Encourage participants to consider what challenges current practice and what resonates with current practice.
Notes to facilitator
Build familiarity with the resources in the Fronter room as preparation for the workshop
Highlight some key resources – primary and secondary as appropriate for the context.

16. While we are in Fronter Your purpose: Explore the resources16
While we are in Fronter
Your purpose:
Explore the resources
Select a student profiling tool to add to your repertoire and trial with students in your class before we meet next
Round robin sharing of what you have found
Activity Instructions
Explore the resources in Fronter for at least 15 minutes.
You will be asked to share a profiling tool you have selected to use with your students in a round robin sharing so that everyone hears about a range of tools
Notes to facilitator
Remind participants that they need to select a profiling tool to trial with students – which may complement what they are currently using
Highlight that these resources are available to teachers anywhere, anytime to come back to as needed.
Things to consider when selecting a tool could include:
The purpose that you have in mind
What tools you currently use or have used previously
The time of the year
The students you will be focussing on
A situational change in a group of students you are working with

17. Summary of learning
Promote supportive and productive learning environments
Identify and build on from student interests and strengths for engagement
Model and teach respectful relationships
Create safe environments for risk taking with learning
Purpose
To summarise learning
Key points to share
Developing an understanding of students enables teachers to:
Create safe environments for taking risks in learning
Model and teach for respectful relationships
Promote supportive and productive learning environments
Identify and build on from student interests and strengths for engagement
Activity instructions
If time allows ask participants to discuss the tool they have chosen in light of the outcomes listed on the slide.
With a partner discuss how the learning profile tool you have selected to trial might contribute to each aspect of this model within your own classroom context.

18. Before the next section, we will trial a learner profiling tool and reflect on:
What we find out about our students
How we have used or will use this information
Use worksheet 3 to record:
which tool you used
what you found out
how this information might influence your teaching practice
Commitment to action
Key points to share
By committing to action we are making the link between our professional learning and classroom practice.
Students need to know that we develop supportive learning environments when we know about their interests, strengths and needs
From this section you will commit to putting into action a profiling tool – or adding to or refining one you are already using
You may choose a student or group of students to profile who particularly puzzle you or challenge you at this stage of the year
Record what you unpack and what information comes to light and then reflect on how this will influence your teaching practice
Take small steps toward differentiated classroom practice by getting to know your learners.

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Where to next?
Module One (Section 3) focuses on the use of pre-assessments to know your students’ current understanding of what it is you are planning to teach.
The next section of Module one (Section 3) focuses on the use of pre-assessments to know your students’ current understanding of what it is you are planning to teach.