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Differentiation- Part 2

Differentiation- Part 2. Fri 27 th July Welcome back!. Refine understanding of differentiation Identify and address the issues that arise from differentiation in practice Build capacity to lead differentiation. Learning Goals. Remote Control Feedback. Key aspects to revisit :

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Differentiation- Part 2

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  1. Differentiation- Part 2 Fri 27th July Welcome back!

  2. Refine understanding of differentiation Identify and address the issues that arise from differentiation in practice Build capacity to lead differentiation Learning Goals

  3. Remote Control Feedback Key aspects to revisit: • Wiki content • Content, process, product • Strategies • Australian Curriculum • Full range of abilities • Pictures of practice • Added new section to the wiki: Learning environment

  4. What differentiation is and isn’t • 5 minutes! Work with a partner • Sort the descriptor cards into 2 groups according to your understanding about differentiation and what it is and what it isn’t • If time, check with other pairs at your table • Write any grey areas on a sticky note

  5. Consultancy Protocol Purpose: to analyse complex issues and challenges People: presenter, facilitator(timer) and participants (consultancy group) Procedure: • Presenter gives overview of work-context of the problem and frames a specific question (3 mins) • Consultancy group asks clarifying questions (3mins) • Consultancy group asks probing questions (3mins) • Presenter restates the focus question • Group consults and presenter listens (10mins) • Presenter responds (5mins) • Facilitator sums up (5 mins)

  6. Group Task Groups of approx 6 (30mins) • 1 presenter • 1 facilitator • Consultants Work through the protocol procedure to discuss one issue from your work with differentiation http://www.turningpts.org/pdf/LASW.pdf http://www.nsrfharmony.org/protocol/doc/probing_questions_guide.pdf

  7. Pair Share • Pairs (5mins each) • Work with a partner to share your work around differentiation. • Listener asks a probing question • Presenter to respond and reflect • Swap over

  8. Tiered Task Design for the AC • Task design using a year 6 Science example • Tiering the task for 3 levels of readiness • Using the template – a guided task design activity • Using Scootle as a support to resources directly linked to the AC

  9. Where to next for your school? How might you work with staff in your school to encourage differentiation in the classroom? • Things to consider: Mindset, Strategies, Resources, • Obstacles • What might some of these be? • How might we respond?

  10. Evaluation • Complete the evaluation form • Differentiated Instruction Classroom Observation Form -is on the wiki • Term 3 professional conversation- to be advised

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