Differentiation Cheryl Harvey Secondary Literacy Facilitator Team Solutions University of Auckland Cheryl Harvey Secondary Literacy Facilitator Team Solutions University of Auckland

Prior Learning KWL+ Chart  Useful for the teacher to find out what the learners know already K-What I know W-What I want to know L-what I Learned Unanswered questions Possible sources Extension

What is differentiation?  Creating classrooms tailored to individual needs  Equity is not “one size fits all”  Goals are maximum growth & individual success  Flexibility is the hallmark of a differentiated classroom  Creating classrooms tailored to individual needs  Equity is not “one size fits all”  Goals are maximum growth & individual success  Flexibility is the hallmark of a differentiated classroom

Expert Teachers - John Hattie  They challenge students to think  They have deep pedagogical understandings  They provide academic feedback & feed forward  They influence student outcomes  They challenge students to think  They have deep pedagogical understandings  They provide academic feedback & feed forward  They influence student outcomes

Qualitative Differentiation  Content: What is taught or learned - the concepts, information, ideas, facts  Process: How new material is presented - activities & teaching methods  Product: Evidence - tangible or intangible results  Content: What is taught or learned - the concepts, information, ideas, facts  Process: How new material is presented - activities & teaching methods  Product: Evidence - tangible or intangible results

Gifted Students Need  Content modification - abstract, complex & varied  Process modification - higher order thinking, problem solving, group interaction  Product modifications - authenticity, real world deadlines  Content modification - abstract, complex & varied  Process modification - higher order thinking, problem solving, group interaction  Product modifications - authenticity, real world deadlines

Strategies for Differentiation  Prior learning  Tiered assignments / assessment tasks  Acceleration & enrichment  Flexible grouping  Independent research tasks  Teacher as facilitator  Prior learning  Tiered assignments / assessment tasks  Acceleration & enrichment  Flexible grouping  Independent research tasks  Teacher as facilitator

Responsive Environment  Differentiation of content, process, product leads to transformation of the environment  This allows the teacher to be responsive to all learners  And give positive academic feedback  Differentiation of content, process, product leads to transformation of the environment  This allows the teacher to be responsive to all learners  And give positive academic feedback

Reflection  Differentiation Key messages Implications For our work Possible Next Steps

Tiered assignments - 3 Level Thinking Guides  Focus learners on ideas  Train learners as critical readers & thinkers  Support learners by modeling a process  Clarify inference & “beyond the text ”  Focus learners on ideas  Train learners as critical readers & thinkers  Support learners by modeling a process  Clarify inference & “beyond the text ”

Principles  In groups apply the principles of 3 Level Thinking Guides to the differentiation strategies of:  Prior learning  Flexible grouping  Independent research tasks  Teacher as Facilitator  In groups apply the principles of 3 Level Thinking Guides to the differentiation strategies of:  Prior learning  Flexible grouping  Independent research tasks  Teacher as Facilitator

REFERENCES  Hattie, John (2002) Teachers make a difference. What is the research evidence? NZCER  Ministry of Education (2004) Effective Literacy Strategies Learning Media, Wellington  Ministry of Education (2000) Gifted and talented students. Meeting their needs in NZ schools Learning Media, Wellington  Hattie, John (2002) Teachers make a difference. What is the research evidence? NZCER  Ministry of Education (2004) Effective Literacy Strategies Learning Media, Wellington  Ministry of Education (2000) Gifted and talented students. Meeting their needs in NZ schools Learning Media, Wellington