1. Maximising Student Learning through Reflective Practice The Nature of Learning Testing – Building a learner’s profile Differentiation

2. The Nature of Learning New Concepts Vygotsky Current Knowledge Zone of Proximal Development Risk Taking The Pit Learning + L - Important to build confidence Success Uncomfortable & Vulnerable Edwards, J (2002)

3. The Learning Environment Learning facilitated through: Catering for Multiple Intelligences; Learning Styles. Cognitive Strategies - CoRT - P.M.I., C.A.F.,A.G.O.; Y Charts, 6 Hats, Higher-order thinking. Cooperative Strategies - Group work, Brainstorming, Round Robyn.(Social construction of knowledge) Time - Incubation of ideas/ learning Differentiated Learning experiences

4. To build life-long skills For students to: Listen & observe critically Challenge assumptions See connections Question & clarify Consider alternatives & hypothesise Synthesise, analyse & evaluate To think beyond the obvious and beneath the superficial

5. To encourage learning Begin where the student is Access their prior learning Know our students - to be informed about their needs

6. Purpose of the tests – to build a learner profile Quantitative - objective frame of reference - nature of the group - may identify a need for a shift of emphasis in the programs offered. Qualitative - provide personal profiles of strengths and weaknesses - insights into individual needs. One aspect to understanding student needs - not used in isolation. Used with - teacher observation, teacher assessment, parent information. Identifies inconsistencies - between individual tests and between tests and school performance. The Test Scores are not measures of innate ability, but measures of a student’s current level of performance.

7. Why Differentiation?  Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances.  The differences in students are significant enough to make a major impact on what students need to learn, the pace at which they need to learn it, and the support they need from teachers and others to learn it well.  Students will learn best when supportive adults push them slightly beyond where they can work without assistance.  Students will learn best when they can make a connection between the curriculum and their interests and life experiences.

8. Differentiated Practice - for maximum growth and individual success Differentiation is based upon student : Readiness, Learning Style, Interest It requires –A knowledge of student needs - being informed can assist reflective practice. –Adjustment to current programs to provide for individual differences. –Flexible groupings –Continual reflection on student growth

9. When we understand the student’s needs based upon information gathered from a variety of sources, we can respond appropriately. Testing is Data Gathering – evidence which can be used to inform programming