Department of Education Professional Learning Institute GOOD TEACHING Differentiated Classroom Practice Learning for All Module 1
Jan 17, 2016
Department of EducationProfessional Learning Institute
GOOD TEACHING
Differentiated Classroom PracticeLearning for All
Module 1
Module 1 – Learning goals Teachers will:
1.Understand that they have a responsibility to provide challenging and engaging learning opportunities for all students.
2.Know their students’ backgrounds, interests, strengths, challenges and learning profile.
3.Plan personalised starting points for learning.
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Student Learning Goals Students will:
• Demonstrate increased engagement
• Demonstrate increased level of performance
• Become self-regulated learners
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Department of EducationProfessional Learning Institute
Module 1
Section1: What is differentiation?
Section 2: Knowing your studentsSection 3: Pre-assessment
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• Understand the rationale for differentiation
• Broaden our knowledge of differentiated classroom practice
• Develop a shared meaning of differentiation
Section 1 – Learning intentions
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Before we begin
• Describe your current understanding of differentiation
• Describe some ways you differentiate to meet the needs of your students
Share with 2 others at your table
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Links to DoE priorities
Turn to pages 3 and 4
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Tuning in
• In this section we hear from an expert and explore some of the research about differentiation.
• We discuss their points of view and see how this fits with/challenges our thinking.
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Learning process
Engaging with the research
Option 1View both Carol Ann Tomlinson videos: • What is differentiated instruction?• A rationale for differentiation in today’s schools• Video clips – http://www.diffcentral.com/Video_Clips.html
Option 2 Read one article:• The Rationale for Differentiated Instruction in
Mixed-Ability Classrooms• Deciding to Teach Them All
Record your key points on Worksheet 2 – Part A
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Department of EducationProfessional Learning Institute
• Form a group so that all the research is covered
• Share back key points from the videos and articles
• Record key points on Worksheet 2 – Part B
Sharing the research
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Read pages 5 and 6
Group discussion:
• How do the key messages connect with the research?
• How do the key messages and research make you think differently about differentiation?
Use Worksheet 2 – Part C to record your discussion
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DoE key messages
How are we doing?
Read Domain 7 – page 14Individually rate your own practice= doing well* = area for focusRead page 15.As a group consider:• How you would rate your school?• What could be the focus for next
steps?
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Summary of learning‘Differentiation includes…’
What are two key ideas about differentiation that stand
out for you at this stage?
• Share with a partner• Square your pair (group of four)• Whole group share back
‘Our school believes differentiation is …’
• Complete the statement as a whole group
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Commitment to action
Before the next section, we will reflect on our new understanding and definition of differentiation.
Record on Worksheet 3 – I used to think … Now I think …
We will share this reflection next time.
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Where to next?
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Section 2 of Module 1 focuses on knowing your students as an important aspect of differentiated classroom practice.