Alisis - TF Differentiation Presentation 2014

Report
MANGERE COLLEGE GEOGRAPHY
RAISING MAORI AND PASIFIKA ACHIEVEMENT IN
GEOGRAPHY
(TERM 3, WEEK 8 2014)
‘DIFFERENTIATION
LEARNING’
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
1.LEADER:
2.PB4L OBSERVER:
3.WRITER:
4.READER:
5.RESOURCE COLLECTOR:
6.TIME KEEPER:
e.g.
DIFFERENTIATION WORKSHOP BY A.TATAFU
OUTLINE OF
DIFFERENTIATION WORKSHOP
ORGANISATION of 3 GROUPS of 6
1. Introductions- ‘Alisi
2. Tf’s DIFFERENTIATION Journey
3. MC Survey results (2012)
4. Preferred Pedagogy
5. Key Theorists
6. Inclusion & KEY PRINCIPALS-Make Learning fun
7. SKILLS
8. ACTIVITY-Whole Staff
9. WHAT NEXT?
10.RECOMMENDATIONS
11.References
DIFFERENTIATION WORKSHOP BY A.TATAFU2014
2014
TEAM
SOLUTION
GEOGRAPHY
FACILITATOR
Differentiated
Learning=Maslow
Hierarchy of Learning+
Cooperative Learning
+ Tukana teine
ALL GEOGRAPHY
TEACHERS
Differentiated
Learning in ALL
SECONDARY
SCHOOLS!!!
WE CAN DO IT!!!
Term
3,
18th
2014
DIFFERENTIATION WORKSHOP BY A.TATAFU2014
Differentiation Survey:
Mangere College Teachers. Wk 2. Term 4 2012
Write down your basic understanding of what differentiation
means
Students have different learning/thinking 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,
Do you differentiate your unit/lessons. If yes- How
2
Regulating your programme resources, planning &
methodology to cater for + include all participants’ abilities,
interests and preferred learning styles
3
Providing work that can be done by all students in the class- no
matter their level.
4
Adjusting curriculum materials to suit learners’ different
activities
5
Different students have different needs- need different
teaching strategies for, say, 3 groups
6
Adapting lessons to suit the different levels of the class/
students
YES
Range of resources
Choice of resources
Fluid, mixed ability grouping
Range of methodologies- iwi preferred specifically
Range of assessment types
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.
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
& processes are explained in a variety of ways to suit
learning styles.
Use co-operative learning/ buddy systems
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
Yes- to some extent
scaffold for those with limited prior learning or
literacy difficulties.
Extend those that are capable of extra work.
1
YES
1.Verbal expression Q +A
2. Literacy ( visual)
3.Visual ( drawing picture dictionary + diagrams)
4. Numeracy ( visual + literacy
If No what support would like in
differentiating your Unit/Lessons
Would like support in:
-new kinaesthetic learning activities
- visual tasks and assessments
More support to streamline + build
up more relevant resourcesteamwork.
_
Support
Any practical examples especially to
help with literacy. Examples of
pedagogy i.e group work, peer work
,methods
D I F F E R E N T I A T I O N W O R KAssistance
S H O P Bfor
Y those
A . T Ajuniors
T A F Uthat are
5
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 i.e group work, peer work
,methods
Assistance for those juniors that are
very challenging to engage ( i.e move
out of their seat etc- would be very
helpful.
7
Using different teaching & learning methods to accommodate different learning
styles and abilities within the same class
Yes
Use co operative learning methods e.g co operative Reading Squares.
Also- Comic Jams ( use visual and written representations of text )
8
Variety of Teaching Styles
Yes
Teaching as Inquiry
9
Students all learning at different rates
No
Support : Learning intentions
Must 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.
No
Support:
Learn how to use differentiated
learning in the class.
Give us examples of differentially
lessons/ resources/
DIFFERENTIATION WORKSHOP BY A.TATAFU
6
PREFERRED PEDAGOGY
• Cooperative Learning:
( Think-Pair-share, Rally Table, Scavenger
Hunt, Snowball)
•
Tuakana/Teina , Concept of ‘ako’
DIFFERENTIATION WORKSHOP BY A.TATAFU
KEY THEORISTS
• Vygotsky: Zone of Proximal Development* ( levels
of student )
• Garner: Multi-intelligence ** ( Know how the
student learns )
• Maslow: Hierarchy of Needs( thinking
development )
• Durie: Whare tapa wha ( cultural perspective )
DIFFERENTIATION WORKSHOP BY A.TATAFU
INCLUSION & KEY PRINCIPALS-MAKE
LEARNING FUN
• Legal requirement that all schools are inclusive.
• High Quality lesson
• Keep it manageable, realistic and practical and within the time frame
• Know your learner:
• Juniors Reading : Burt Word Recognition reading ages as a rough guide
& asTTle tests
• How they like to learn– Questionnaire * *
• Strengths & Interests survey– Questionnaire
• Build on students’ prior knowledge ( home & school)
• Cultural responsive curriculum and delivery e.g cooperative learning
• ASSESSMENT: authentic/ school wide levelled assessment tools
• Special Needs Students: Consult I.E.P for goals
DIFFERENTIATION WORKSHOP BY A.TATAFU
SKILLS
Functional skills:
• reading, writing, social
Academic skills:
• Acquisition of knowledge
• Responding to knowledge
• Transferring knowledge
• Reproducing knowledge
DIFFERENTIATION WORKSHOP BY A.TATAFU
WHOLE STAFF
Organisation:
1.
2.
3.
4.
5.
6.
Teachers divided into 3 groups of six- (A leader has been already
delegated)
Each group given a lesson from the Yr9 Ecology Unit
Within each group, 5 people will take one of the intelligences and
designs an activity that will best reflect learning in this domain.
The sixth person takes the ‘Profile of a student with diverse needs’
and decide on the best learning area for that student.
Group then come back together and fit activity into lesson plan.
Reporter presents work their group has done, these can be
displayed
DIFFERENTIATION WORKSHOP BY A.TATAFU
VISUAL
TACTILE
CREATIVE
VERBAL
WRITTEN
DIFFERENTIATION WORKSHOP BY A.TATAFU
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
2009– 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
ADHD
Joshua has been diagnosed as When on medication Sussie
functioning at a 6-7 yr age
can do average work. However
range.
often medication is skipped
and she finds it hard to
Although he tries he is not
concentrate for any length of
capable of accessing the
time.
written curriculum appropriate
for his age.
Often she is late for class and
misses the beginning of the
Due to Joshua’s inability to
lesson.
engage in lessons that have not
been differentiated for him, his Behaviour and interest in class
behaviour is becoming
work fluctuates.
disruptive in the class.
STRENGTHS
His parents are frustrated
When focussed can produce
because they don’t know how
exceptional written work, which
to help their son.
is always beautifully presented.
STRENGTHS
Art and PE
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.
Gifted & 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
STRENGTHS
Reading, writing, maths,
debating and journalism.
DIFFERENTIATION WORKSHOP BY A.TATAFU
WHAT NEXT?
STAFF BRAINSTORM:
DIFFERENTIATION WORKSHOP BY A.TATAFU
RECOMMENDATIONS
Where can we go for support ?
GEO CLUSATER MEETINGS & TEAM SOLUTIONS Facilitator
How can we support teachers by:
•
providing current & relevant theories on differentiation
•
help teachers to gather data on their students that will support their efforts to
differentiate their lessons.
•
Modelling, scaffolding differentiation processes such as Cooperative Learning.
•
Support teachers in their efforts to plan and teach differentiated topic studies
•
If needed an RTLB application can go in for a limited funding request for
resources e.g . art resources ( Treaty House)
DIFFERENTIATION WORKSHOP BY A.TATAFU
References & Websites
Brown,R., Thomson, C. ( 2000).Cooperative Learning in New Zealand Schools .New Zealand: Dunmore press Ltd
Cooney,P. [200]. Differentiating the Curriculum: Combining Bloom and Gardiner.John Wycliffe Christian School.
Dodge,Judith.Blossoming with Bloom’s (Taxonomy).
Dalton,J.& Smith,D.(1986) “ Extending Children’s Special –Strategies for primary classrooms’ pp36-7
Gossage,Peter. ( 1997).New Zealand A History in Pictures.New Zealand:Puffin Books
Grace,Wiremu.(2006) .The Tree Hut Treaty.New Zealand. State Services Commission.
Janney,R.,Snell,M. (2000). Teachers’Guides to Inclusive Practices: Modifying Schoolwork.USA: Paul H. Brookes
Lawrence –Brown, Dianna.(2004) Differentiated Instruction:Inclusive Strategies for Standards-Based Learning that Benefit
the Whole Class 1.American Secondary Education; Summer 2004;32,3; ProQuest Education Journals pg.34.
The Inclusive Schools Project.(1999) New Zealand The University of Waikato. Editor and principal writer David Mitchell.
http://www.scholastic.com/teachers/article/what-dfifferentiated-instruction What is Differentiated Instruction? Scholastic
http://www.teachercreatedmaterials.com/curriculum_files Research- Based Curriculum Applying Differentiation Strategies(
2007) USA: Shell Education.
http://www.lowndes.K12.ga.US/view Conkin,Wendy. Activities for a Differentiated Classroom.Level 3. US:Shell Education.
http://www.lowndes.K12.ga.us/view Multiple Intelligences Product grid: Levelled learning Centres. USA: Shell Education.
Reprinted from http:www.rogertaylor.com/. (2002) Dr T.Roger Taylor
http://det.wa.edu/schoolsplus/detcms/navigation/category.jsp The Department of Education- School Plus- Curriculum
differentiation. Helpful hints for differentiating the Curriculum for all students.
http://teachertools.london.org/ “ Teacher Tools- Differentiation.
DIFFERENTIATION WORKSHOP BY A.TATAFU
•http://whatsaid.wordpress.com A blog about learning. 10 ways to differentiate learning….
•http://www.curiculumsupport.education.nsw.gov.au/policies/gats/programs/differentiation Curriculum Support. NSW
Department of education and Communities :NSW Curriculum and Learning Innovation Centre
•http://www.adiffernentplace.org/differentiated.htm A Different Place:math,sceince,language arts, reading, technology
and more
•http://.ask.com/wiki/Differentiated_instruction Differentiated instruction
•http://unesco.unesco.org/images Changing Teaching Practices using curriculum differentiation to respond to students’
diversity.(2004) France: United Nations Educational, Scientific Cultural Organisation.UNESCO p 1-13.
•http://tip.psychology.org/bruner.html Constructivist Theory ( J.Bruner )
•http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives Taxonomy of Educational Objectives.
•http://www.wycliffe.nsw.au/imagesDB Philip Cooney Differentiating the Curriculum: Combining Bloom and Gardiner
•http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing Writing Objectives Using
‘Bloom’Taxonomy
•http://www.ask.com/wiki/Zone_of_proximal_development Zone of proximal development. ####
•http://www.businessballs.com/maslow.htm Abraham Maslow’s Hierarchy of Need motivational model.
•http://gifted.tki.org.nz/For- schools-and-teachers/Twice-execeptional Differentiation Differentiation for the 2E student (
personalised learning
•http://www.johnbiggs.com.au/solo_taxonomy. John Biggs: 2011. Solo Taxonomy
•http://www.learningandteaching.info/learning/solo. SOLO taxonomy
•http://www.ask.com/wiki/Structure_of_observed_Learning_Outcome SOLO the Model.
•http://www.glencoe.com/sec/teachingtoday/subject/di Differentiating Instruction: Meeting Students Where They Are,
Teaching Today.(2000). Willoughby,J. New York: Glencoe/McGraw-Hill.
•http://pamhook.com/solo-taxonomy SOLO Taxonomy- HookED
DIFFERENTIATION WORKSHOP BY A.TATAFU & S.MARX TERM
4, WEEK 5 2012
NOTES
DIFFERENTIATION WORKSHOP BY A.TATAFU

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