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Differentiated Instruction

Differentiated Instruction. Excellence and equity for all. Know Understand Do. Know the general principles of differentiation Understand that differentiation is a teacher’s response to learner’s needs, guided by a mindset and general principles

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Differentiated Instruction

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  1. Differentiated Instruction • Excellence and equity for all

  2. Know Understand Do • Know the general principles of differentiation • Understand that differentiation is a teacher’s response to learner’s needs, guided by a mindset and general principles • Implement high quality teaching practices which utilise the strategies of differentiation

  3. Learning Goals • Connect to what you know already about differentiation • Extend your knowledge and understanding • Challenge you to change some aspect of practice in relation to differentiation Extend Connect Challenge

  4. Differentiation: Why it matters Practices of highly effective schools and school leaders Differentiation is the bridge between students and the curriculum Strategic plan- equity and excellence 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

  5. Surfacing current beliefs and understandings Surfacing assumptions: • Fold your paper into 4 squares • Write one thing you currently understand about differentiation in each quadrant • Walk, and share top left statement with someone when you hear the buzzer – one minute each • Continue this until all 4 statements shared

  6. Drawing the threads together • Return to your table group • Think - one thing that you heard that resonated for you, and one that challenged your thinking • Write them down • Share with the group

  7. Reflecting on and sharing your learning • Select 3 key words and a phrase which convey the key messages • Write them on the cards provided • Blu-tac under headings - Scenario 1, 2, 3

  8. http://exploredifferentiation.wikispaces.com/Scenarios

  9. DI and the AC • In pairs or school teams, choose a learning area and year level and select a work sample from the portfolios. • Discuss how differentiation could be built in with respect to content, process and/or product • Share what you chose to change, and what learning needs you chose to focus on.

  10. DI and the AC101: Assignment • For the second session, bring a lesson/learning sequence which demonstrates your application of some of the principles of differentiated instruction, for sharing with your colleagues.

  11. Reflecting on your learning •  Remote control thinking tool – please bring this with you to session 2 We look forward to seeing you all again on Fri 27th July 1.30 – 3.30pm 

  12. References • Fogarty, R.J. & Pete, B.M. 2005 How to Differentiate Learning Corwin • Fogarty, R.J. & Pete, B.M. 2005 Differentiated Learning, Hawker Brownlow • Fogarty, R.J. & Pete, B.M. 2011,Supporting Differentiated Instruction • Sousa D.A & Tomlinson C.A. 2011 Differentiation and the Brain Solution Tree Press

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