Transcript
Sharing experiences
21st Century Learning
Shifts in Education
FASHION
What the differentiated classroom is not
• Homogeneous grouping - Differentiated instruction is not having three groups, a high group, average, and low group. It is not placing all students of the same academic level in the same group. It is varying instruction to meet the needs of all students.
• More work for students - Students need to be given work to complete for the benefit of their learning, not to keep them busy.
Models to design tasks, programs &
assessment Kaplan (1993) (Content, process, Product - strong supports DC )Maker (1982) (NSWIT QTM, Socratic teaching style, authentic real world problems + CPP)
Williams (1993) (Critical and Creative thinking)
Curry Samara (circa 1985) (proprietary model that supports DC)
High Impact(2008) (Retention & engagement)
All available in the ‘21 C’ folder on staffdata
Curry Samara Model• Supports the DC• Assists in generating
differentiate curriculum programs, Assessments & Tasks.
• Is Content, Process, Skill and Product focussed.
• Been in use since the early 90’s.USA proprietary tool with
software support
http://www.curriculumproject.com/curry_samara_model.php
Curry Samara Model
Designing yourDC Program
• Day 0o Models outo Templates outo Schedules infrastructure constructed ( lesson dates
etc.)
Cont.• Day 1 :
o Meet & greet your class o Assess prior knowledge & student learning styleso Ask class what they want to learn from the course.o Outline the syllabus - ask class what ‘optional’
content they want to learn.
Pre Knowledge assessment
• Student learning profileso Will assist in identifying the major learning styles in the
classroom.• Prior knowledge of subject area
o Identifies readiness and interest used to formulate your program / lesson schedule
• Subject Options – give choices• Prior knowledge of subject area - readiness
http://www.learning-styles-online.com Learning Styles – Know your students
Find out the major learning styles in your class
Cont.o Write course program to incorporate the class
interest, readiness and learning objectiveso Create Lesson Scheduleo Create Assessment Task(s) – students can design
this based on outcomes assessed and BOS std.o Incorporate peer teaching, ask 3 before me (self
directed learning)o Assessment marking, evaluation, and reflection.o Create responsible and accountable student driven
learning environment
Cont.• Day ‘n’
o work towards final ‘capstone’ assessment task.o Ideally designed by the class( teacher facilitated) o Encourage collaborative work efforts and communicationo Encourage learning environment accountability /
responsibilityo Encourage FUN, questioning, challenging, critical thinking
‘why –why-why’
• Day ENDo Course evaluation : What could the course have done
better or more of.
Rich & Authentic Assessment Task• DEC Push since 2008• Student centred ( ‘tic tac toe’ - give choices ) • Encourages self directed learning –’3 then me’• Real world situations(Authentic)• Is a learning experience in itself• Assesses several course outcomes• is purposeful• has ‘explicit’ description of expectation AND marking
criteria (no guess work –student know exactly what is expected)
• deals with Content, Process and Product (DC model ) • Incorporates peer evaluation & Assessment• Incorporates presentation to an external audience• Accommodates the needs of different learners
Google for Bloom
Bloomin’ Tools
Android & iPad Apps
If you want more . . . Its all in Staff data
21 C
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