(TERM 3, WEEK 8 2014) ‘DIFFERENTIATION LEARNING’ PRESENTER: MISS A TATAFU(TF) MANGERE COLLEGE GEOGRAPHY RAISING MAORI AND PASIFIKA ACHIEVEMENT IN GEOGRAPHY.

MANGERE COLLEGE GEOGRAPHYRAISING MAORI AND PASIFIKA ACHIEVEMENT IN GEOGRAPHY

(TERM 3 WEEK 8 2014)

lsquoDIFFERENTIATION LEARNINGrsquo

PRESENTER MISS A TATAFU(TF)

ORGANISATION OF GROUPS

1 Teachers divided into 2-3 groups of 6

2 A leader has been already delegated for each group

3 The other five spaces feel free to sit where you like

eg

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

1LEADER 2PB4L OBSERVER

3WRITER 4READER

5RESOURCE COLLECTOR

6TIME KEEPER

OUTLINE OF DIFFERENTIATION WORKSHOP

ORGANISATION of 3 GROUPS of 61 Introductions- lsquoAlisi

2 Tfrsquos DIFFERENTIATION Journey

3 MC Survey results (2012)

4 Preferred Pedagogy

5 Key Theorists

6 Inclusion amp KEY PRINCIPALS-Make Learning fun

7 SKILLS

8 ACTIVITY-Whole Staff

9 WHAT NEXT

10RECOMMENDATIONS

11ReferencesD I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U 2 0 1 4

Differentiated Learning in ALL

SECONDARY SCHOOLS

WE CAN DO IT

TEAM SOLUTION

GEOGRAPHY FACILITATOR

2014

Term 3

18th 2014

ALL GEOGRAPHY TEACHERS

Differentiated Learning=Maslow

Hierarchy of Learning+

Cooperative Learning + Tukana

teine

Tfrsquos Journey

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U 2 0 1 4

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U 5

Diff er en t ia t io n Su r v ey

M a n g er e Co l l eg e Tea c h er s Wk 2 Ter m 4 2012

Write down your basic understanding of what differentiation means

Do you differentiate your unitlessons If yes- How If No what support would like in differentiating your UnitLessons

1 Students have different learningthinking pathway strengths Auditory verbal and kinaesthetic Offer differentiated activities that allow students to choose to work in ways so they learn in their preferred way

YES 1Verbal expression Q +A 2 Literacy ( visual) 3Visual ( drawing picture dictionary + diagrams) 4 Numeracy ( visual + literacy

Would like support in -new kinaesthetic learning activities - visual tasks and assessments

2 Regulating your programme resources planning amp methodology to cater for + include all participantsrsquo abilities interests and preferred learning styles

YES Range of resources Choice of resources Fluid mixed ability grouping Range of methodologies- iwi preferred specifically Range of assessment types

More support to streamline + build up more relevant resources- teamwork

3 Providing work that can be done by all students in the class- no matter their level

YES Provide activities that have been scaffolded Activities that get students involved they should offer challenges for advanced students but also keep lower students interested

_

4 Adjusting curriculum materials to suit learnersrsquo different activities

Yes Group students Assign differing taks to group acc to ability Vary language and reading materials for each group acc ability- same information Make sure information amp processes are explained in a variety of ways to suit learning styles Use co-operative learning buddy systems

5 Different students have different needs- need different teaching strategies for say 3 groups

Yes High ability = briefly describe ask help if need be Mixed ability= Spend more Time repeat lesson expand- then begin monitor Low ability= more individual after initial start

6 Adapting lessons to suit the different levels of the class students

Yes- to some extent scaffold for those with limited prior learning or literacy difficulties Extend those that are capable of extra work

Support Any practical examples especially to help with literacy Examples of pedagogy ie group work peer work methods Assistance for those juniors that are

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U 6

6 Adapting lessons to suit the different levels of the class students Yes- to some extentscaffold for those with limited prior learning or literacy difficultiesExtend those that are capable of extra work

SupportAny practical examples especially to help with literacy Examples of pedagogy ie group work peer work methodsAssistance for those juniors that are very challenging to engage ( ie move out of their seat etc- would be very helpful

7 Using different teaching amp learning methods to accommodate different learning styles and abilities within the same class

YesUse co operative learning methods eg co operative Reading Squares Also- Comic Jams ( use visual and written representations of text )

8 Variety of Teaching Styles YesTeaching as Inquiry

9 Students all learning at different rates NoSupport Learning intentionsMust make sure all leaners understand by end of lessons using different strategies

10 Means using various instructional methods to meet the needs of all the students in the class

NoSupportLearn how to use differentiated learning in the classGive us examples of differentially lessons resources

PREFERRED PEDAGOGY

bull Cooperative Learning ( Think-Pair-share Rally Table Scavenger Hunt Snowball)

bull TuakanaTeina Concept of lsquoakorsquo

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

KEY THEORISTS

bull Vygotsky Zone of Proximal Development ( levels of student )

bull Garner Multi-intelligence ( Know how the student learns )

bull Maslow Hierarchy of Needs( thinking development )

bull Durie Whare tapa wha ( cultural perspective )

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

INCLUSION amp KEY PRINCIPALS-MAKE

LEARNING FUNbull Legal requirement that all schools are inclusive

bull High Quality lesson

bull Keep it manageable realistic and practical and within the time frame

bull Know your learner

bull Juniors Reading Burt Word Recognition reading ages as a rough guide amp asTTle tests

bull How they like to learnndash Questionnaire

bull Strengths amp Interests surveyndash Questionnaire

bull Build on studentsrsquo prior knowledge ( home amp school)

bull Cultural responsive curriculum and delivery eg cooperative learning

bull ASSESSMENT authentic school wide levelled assessment tools

bull Special Needs Students Consult IEP for goals

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

SKILLSFunctional skills bull reading writing social

Academic skillsbull Acquisition of knowledgebull Responding to knowledgebull Transferring knowledgebull Reproducing knowledge

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

WHOLE STAFF

Organisation1 Teachers divided into 3 groups of six- (A leader has been

already delegated)2 Each group given a lesson from the Yr9 Ecology Unit3 Within each group 5 people will take one of the

intelligences and designs an activity that will best reflect learning in this domain

4 The sixth person takes the lsquoProfile of a student with diverse needsrsquo and decide on the best learning area for that student

5 Group then come back together and fit activity into lesson plan

6 Reporter presents work their group has done these can be displayed

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

VISUAL TACTILE CREATIVE VERBAL WRITTEN

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

PROFILE TARGETED STUDENT

ESOL

Kilistina is Tongan and has lived in NZ for only 3 years She is keen to learn and her family have high aspirations for her education

Tongan Report reflects B-B+ marks for most subject areas Started to learn Enlish in 2009ndash C+

Although she struggles with current lessons she tries hard and is improving slowly

STRENGTHS

Willing to learn and very social Likes coping and doing pretty work

Intellectually Delayed

Joshua has been diagnosed as functioning at a 6-7 yr age range

Although he tries he is not capable of accessing the written curriculum appropriate for his age

Due to Joshuarsquos inability to engage in lessons that have not been differentiated for him his behaviour is becoming disruptive in the class

His parents are frustrated because they donrsquot know how to help their son

STRENGTHS

Art and PE

ADHD

When on medication Sussie can do average work However often medication is skipped and she finds it hard to concentrate for any length of time

Often she is late for class and misses the beginning of the lesson

Behaviour and interest in class work fluctuates

STRENGTHS

When focussed can produce exceptional written work which is always beautifully presented

Bully

Wayne has the reputation of being the class bully He often uses stand over tatics to get what he wants

Previous teachers have mentioned that they think he if Gifted and Talented because he always gets his work finished first achieves high grades and is a creative thinker

The teacher finds it hard to provide areas of learning that interests him and at his level

STRENGTHS

Reading writing maths debating and journalism

Gifted amp talented

Wiremu is a student who is showing expetional leadership skills However academically he struggles especially in literacy

When lessons are centred around reading and writing he becomes bored and prone to distracting others

STRENGTHS

He loves art music and PE and is an assistant coach for a junior rugby team

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

WHAT NEXTSTAFF BRAINSTORM

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

RECOMMENDATIONSWhere can we go for support

GEO CLUSATER MEETINGS amp TEAM SOLUTIONS Facilitator

How can we support teachers by

bull providing current amp relevant theories on differentiation

bull help teachers to gather data on their students that will support their efforts to differentiate their lessons

bull Modelling scaffolding differentiation processes such as Cooperative Learning

bull Support teachers in their efforts to plan and teach differentiated topic studies

bull If needed an RTLB application can go in for a limited funding request for resources eg art resources ( Treaty House)

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

References amp WebsitesBrownR Thomson C ( 2000)Cooperative Learning in New Zealand Schools New Zealand Dunmore press Ltd

CooneyP [200] Differentiating the Curriculum Combining Bloom and GardinerJohn Wycliffe Christian School

DodgeJudithBlossoming with Bloomrsquos (Taxonomy)

DaltonJamp SmithD(1986) ldquo Extending Childrenrsquos Special ndashStrategies for primary classroomsrsquo pp36-7

GossagePeter ( 1997)New Zealand A History in PicturesNew ZealandPuffin Books

GraceWiremu(2006) The Tree Hut TreatyNew Zealand State Services Commission

JanneyRSnellM (2000) TeachersrsquoGuides to Inclusive Practices Modifying SchoolworkUSA Paul H Brookes

Lawrence ndashBrown Dianna(2004) Differentiated InstructionInclusive Strategies for Standards-Based Learning that Benefit the Whole Class 1American Secondary Education Summer 2004323 ProQuest Education Journals pg34

The Inclusive Schools Project(1999) New Zealand The University of Waikato Editor and principal writer David Mitchell

httpwwwscholasticcomteachersarticlewhat-dfifferentiated-instruction What is Differentiated Instruction Scholastic

httpwwwteachercreatedmaterialscomcurriculum_files Research- Based Curriculum Applying Differentiation Strategies( 2007) USA Shell Education

httpwwwlowndesK12gaUSview ConkinWendy Activities for a Differentiated ClassroomLevel 3 USShell Education

httpwwwlowndesK12gausview Multiple Intelligences Product grid Levelled learning Centres USA Shell Education Reprinted from httpwwwrogertaylorcom (2002) Dr TRoger Taylor

httpdetwaeduschoolsplusdetcmsnavigationcategoryjsp The Department of Education- School Plus- Curriculum differentiation Helpful hints for differentiating the Curriculum for all students

httpteachertoolslondonorg ldquo Teacher Tools- Differentiation

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U

bullhttpwhatsaidwordpresscom A blog about learning 10 ways to differentiate learninghellip

bullhttpwwwcuriculumsupporteducationnswgovaupoliciesgatsprogramsdifferentiation Curriculum Support NSW Department of education and Communities NSW Curriculum and Learning Innovation Centre

bullhttpwwwadiffernentplaceorgdifferentiatedhtm A Different Placemathsceincelanguage arts reading technology and more

bullhttpaskcomwikiDifferentiated_instruction Differentiated instruction

bullhttpunescounescoorgimages Changing Teaching Practices using curriculum differentiation to respond to studentsrsquo diversity(2004) France United Nations Educational Scientific Cultural OrganisationUNESCO p 1-13

bullhttptippsychologyorgbrunerhtml Constructivist Theory ( JBruner )

bullhttpenwikipediaorgwikiTaxonomy_of_Educational_Objectives Taxonomy of Educational Objectives

bullhttpwwwwycliffenswauimagesDB Philip Cooney Differentiating the Curriculum Combining Bloom and Gardiner

bullhttpteachinguncceduarticles-booksbest-practice-articlesgoals-objectiveswriting Writing Objectives Using lsquoBloomrsquoTaxonomy

bullhttpwwwaskcomwikiZone_of_proximal_development Zone of proximal development

bullhttpwwwbusinessballscommaslowhtm Abraham Maslowrsquos Hierarchy of Need motivational model

bullhttpgiftedtkiorgnzFor- schools-and-teachersTwice-execeptional Differentiation Differentiation for the 2E student ( personalised learning

bullhttpwwwjohnbiggscomausolo_taxonomy John Biggs 2011 Solo Taxonomy

bullhttpwwwlearningandteachinginfolearningsolo SOLO taxonomy

bullhttpwwwaskcomwikiStructure_of_observed_Learning_Outcome SOLO the Model

bullhttpwwwglencoecomsecteachingtodaysubjectdi Differentiating Instruction Meeting Students Where They Are Teaching Today(2000) WilloughbyJ New York GlencoeMcGraw-Hill

bullhttppamhookcomsolo-taxonomy SOLO Taxonomy- HookED

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U amp S M A R X T E R M 4 W E E K 5 2 0 1 2

NOTES

D I F F E R E N T I AT I O N W O R K S H O P BY A TATA F U