1. Differentiated Learning
Opening statement Attention grabber:;
I am just explaining what I do in the classroom on a really good week
We are being driven to ILP
The planning can change depending on what activities are happening in the school or the type of unit I am teaching.
Some topics that our students have had very little exposure to eg algebra can start whole class and then develop into ability groupings.
This presentation was good for me to reflect on my planning and implementation of differentiated learning too.
We are good at putting students in to groups to work but are they differentiated groups?
Is there anyone here who does group planning for differentiated learning who would like to add to the presentation?
A classroom teacher perspective.
Stacey Andrews • Edgecumbe

2. The need
In our mixed ability classes we have students that range in testing from Level 2 to Level 5.
If we pitch work at Level 5 we have lost most of the class and are not extending those already at level 5
If we pitch at Level 4 which may be the average the students at level 2 or just level 3 are lost. And we lose the level 5 students from boredom.
The only solution is to group the students and give them work relevant to them
It is easier to deal with 3 or 4 groups than a whole class at times
This is not streaming because students are moving groups continually
Ako centred learning
Trying to create experts in the group
As a parent I object to my child being held back in their learning to assist other students all the time.

3. Assessing students
We use a range of assessments to group the students but initially use asttle and LOMAS data ie numeracy strategies and knowledge.
You need to get to know the learner as quickly as possible through a range of testing and activity observation.
Asttle reading was taken into account and reciprocal reading used in class for separate reading groups
These assessments are repeated over the year to determine any shifts
During the year teacher observation becomes a better tool particularly from conversations with students.
Know the curriculum levels and LO at each level/strand
Keep records of this information and reflect on it.

4. Resourcing Figure it out NZ Curriculum Stages by Timperley Mathletics
AWS
Build your own resource bank
Teacher Planning sheets from NZMaths
The best resources are those which already tell you what level they are delivering to.
Year 9 and 10 text books are delivering to curriculum level 5 and have from lower levels. You need to sift through them and make page references. This can be time consuming.

5. My resource bank
I have started building a data base for use in our school. The more information that is in the data base the more useful it is to grab
Tool for other maths teachers to use.
Any resources you think would be good to have in here?

6. Group Planning I have developed my own method using one note.
I can copy information from Kamar directly and copy and paste from week to week for the planning
This is still not in its final form and can change how I use it from term to term
The groups are written on the board. Permanent marker was best otherwise they tamper with it.
You need a useful tool for planning and then to be able to record what has happened in the lesson.

7. The classroom This can be difficult to manage
I try to work with one group a day but not for the whole lesson. We develop new skills until most of the group feel competent
The group then go away and support each other in practicing the skills
I have a terrible memory and have to make notes about the groups at the end of the lesson just like a doctor does.
I use the show me boards when I issue questions. They do take some time to get use to not doodling on them. Peer pressure is good to keep them focussed in the small groups
Physically your class may look different with students sitting in groups. Have one big group to work with and break the other groups into smaller groups, this is so they can help each other with the independent work.
So what did I do with students who were not working?

8. I highlight where I am working each day
Mon P1
Tue p5
Thur p1
30min
Bingo
Area review
Group vs nought and crosses 1
Teacher
Place value
fractions
Strand activity
Measure items
Area
M&S ex 2C and 2E
Number activity decimals to fractions
M&S ex 3.31 2
Percentage increase and decrease B ex 4.07
Original value from inc/ dec shortcuts
Ratio if time permits 3
using decimals
B ex 2.07
multiplication and percentages
Reflection journal
Hand out homework
My reflection
H is stroppy
Class good at asking for help
HGR need more supprt
S not as determined as I thought but K and E are very focussed
I highlight where I am working each day

9. Moving students
Every 4 weeks I regroup the students and this can often be around the strand we are working on. I found when I moved them regularly they were happier to work in their group even if they weren’t with their friends because they knew it was short term.
Students are quick to determine who is in the smart group and who is in the dumb group and this is the first question they ask when the new groups go up.

10. Challenges What I have found difficult.
When students are away from their group sessions or miss the practice sessions. Maths at year 9 & 10 moves very quickly. But these students would have missed out anyway.
When the teacher is away the whole programme gets moved along one day
It really annoying when other teachers come and interrupt during the group sessions
Students that don’t like to help each other in the group or will only ask questions from the teacher. But not so at senior level.
Planning can take a long time especially when getting to know and organise your resources. It gets easier every year. There is always some way I can see how to improve the differentiated learning
Getting to know your resources and managing so many resources for one lesson.

11. Summary
Assessing students what are you going to use? How will you implement it in the classroom?
Resourcing- do you know what level your resources are? Can you categorise them?
Group planning What tool will you use?
Operating in the classroom- How will you monitor what the group is doing?
Reassessing groups-how will this fit into your calendar?

12. Questions

13. Thank you