Post on 24-Dec-2014
description
DIFFERENTIATING THE CURRICULUM
EXTENSION AND ENRICHMENT
Emmanuel.Karayiannis@det.nsw.edu.au
GAT at GHS
Academic focus
Year 7One class, merit selected – ACER HAST
(Reading comprehension, Creative writing, Mathematical reasoning)
Year 8Two classes, merit and staff nomination
Students follow mainstream units of work, with differentiated learning activities
GAT at GHS
GAT committee – GAT policy Student surveys Teacher workshop – SDD T3 -
Differentiation Extension opportunities for students PD opportunities for staff GAT workshop for Year 7 GAT teachers,
2015
Gagné Gagné's Differentiated Model of Giftedness and
Talent (DMGT.EN.2K)
Gagné
High Aptitu
de
Appropriate
environmental
conditions
Talent
Gagné
Gifted students are those whose potential is distinctly above average in one or more of the following domains:
intellectual, creative, social and physical.
Talented students are those whose skills are distinctly above average in one or more areas of human performance.
Curriculum differentiation
Extension: the deepening of students’ knowledge, understanding and skills.
Enrichment: broadening of the curriculum to develop knowledge, application, thinking skills and attitudes to a degree of complexity appropriate to the students’ developmental level (Braggett, 1997).
Curriculum differentiation
In a differentiated curriculum teachers offer different approaches to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product).
Tomlinson & Allan (2000)
Differentiated programming
Differentiated programming is Differentiated programming isn’t
• having high expectations for all students • permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material • providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products • providing multiple assignments within each unit, tailored for students with differing levels of achievement • allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned • flexible – teachers move students in and out of groups, based on students’ instructional needs.
• individualised instruction – it is not a different lesson plan for each student each day • assigning more work at the same level to high–achieving students • all the time – often it is important for students to work as a whole class • using only the differences in student responses to the same class assignment to provide differentiation • giving a normal assignment to most students and a different one to advanced learners • limited to subject acceleration – teachers are encouraged to use a variety of strategies.
Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.
Differentiated programming
Differentiated programming is Differentiated programming isn’t
• having high expectations for all students • permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material • providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products • providing multiple assignments within each unit, tailored for students with differing levels of achievement • allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned • flexible – teachers move students in and out of groups, based on students’ instructional needs.
• individualised instruction – it is not a different lesson plan for each student each day • assigning more work at the same level to high–achieving students • all the time – often it is important for students to work as a whole class • using only the differences in student responses to the same class assignment to provide differentiation • giving a normal assignment to most students and a different one to advanced learners • limited to subject acceleration – teachers are encouraged to use a variety of strategies.
Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.
DEC Resources
Angry Birds
Angry Birds
Angry Birds
Angry Birds
The six profiles of gifted and talented students
Type I •The Successful
Type II •The Challenging
Type III •The Underground
Type IV •The Dropout
Type V •The Double-Labelled
Type VI •The Autonomous Learner
(Betts & Neihart, 1988)
Type I: The Successful
Knows the system Scores highly in assessment Eager for approval from adults Avoids risks Often fails to learn needed skills and attitudes for autonomy
Type II: The Challenging
Divergently gifted Creative May question authority and challenge the teacher Does not conform to the system
Type III: The Underground
Generally middle-school females Hide their giftedness to feel more included with a peer group May be a rapid transformation
Type IV: The Dropout
Angry with adults and themselves Feeling of rejection by the system Depressed and withdrawn Have interests outside of the curriculum School seems irrelevant
Type V: The Double-Labelled
Gifted children who may have a physical, emotional or learning difficulty Often not identified as gifted May claim activities are boring May feel discouraged
Type VI: The Autonomous Learner
Learned to use the system to create opportunities for themselves Strong, positive self-concepts Successful Receive positive attention Independent and self-directed Personal power Willing to fail and learn from it
Two minute activity
You have all been given a description of a hypothetical student.
Choose a category I – VI which you believe identifies them best and note how you
may be able to support them.
Bloom’s Revised Taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Bloom’s Revised Taxonomy
Thinking Skill
Activities
Creating Generating new ideas, products or ways of viewing things. Designing, constructing, planning,
producing, inventing.
Evaluating Justifying a decision or course of action. Checking, hypothesising, critiquing, experimenting, judging.
Analysing Breaking information into parts to explore understandings and relationships. Comparing,
organising, deconstructing, interrogating, finding.
Applying Using information in another familiar situation. Implementing, carrying out, using, executing.
Understanding
Explaining ideas or concepts. Interpreting, summarising, paraphrasing, classifying, explaining.
Remembering
Recalling information. Recognising, listing, describing, retrieving, naming, finding.
Scootle
TaLE remains for previously developed content
Scootle aligned to the Australian Curriculum
Search by topic, title, or BOS outcomes
Resources - Scootle
Science
Maths
English
LOTE
TAS
TAS
PDHPE
CAPA
PLANE
Resources
DEC – Differentiating the curriculumwww.curriculumsupport.education.nsw.gov.au/policies/gats/programs/differentiate/
Scootlewww.scootle.edu.au
TES Australiahttp://www.tesaustralia.com/
TaLEwww.tale.edu.au
PLANEwww.plane.edu.au