You are on page 1of 45

Curriculum Theory

EDUC 572

Starting with what we already


know

! Groups of 4 (10 minutes)

! Y chart brainstorm two perspectives


! Teacher (T)
! Children (C)
What does it look like (i.e. what would you see in
differentiated instruction)
What does it sound like (i.e. what would you hear)
How does it feel

Create a succinct definition of


Differentiation
! From the Y chart
! (this is the first draft!!)

What the literature says

As we talk, cross off or add to your y chart in a different c

Carol Ann Tomlinson


! Her work on a differentiated classroom stemmed
from a discontent with assessment

! !in an American context that revolved around tests


and grades

When you starts measuring somebody, measure him right.


Make sure you done take into account what hills and valleys
he come through before he got to where ever he is. Lorraine
Hansberry cited in Tomlinson (2013) Assessessment and Student
success in a Differentiated Classroom.

Differentiated not
individualised
! Differentiated instruction is a teaching approach in
which educational content, process, and product
are adapted according to student readiness,
interest, and learning profile. Unlike individualized
instruction, in which teaching must be directed to
the specific needs and skills of each individual
student, differentiated instruction addresses the
needs of student clusters.

6 Key components of a
differentiated classroom
! 1. Growth Mindset (Dweck) conviction that it is
the students committed work that will have the
biggest impact on their success

6 Key Components of a
Differentiated Classroom
! 2. Respect for the students, who they are and a
genuine desire to get to know them better

6 Key Components of a
Differentiated Classroom
! 3. Investment that is, working hard to make the
classroom work for, and by the students
(child centred environment)

6 Key Components of a
Differentiated Classroom
! 4. Opportunity sense of new possibilities for
students

6 Key Components of a
Differentiated Classroom
! 5. Persistence ethic of continual growth ! no
finish line for learning

6 Key Components of a
Differentiated Classroom
! 6. Critical Reflection

Contexts for Differentiation


! Readiness for learning goals
! Interests- what motivates them to learn
! Learning Profiles effective strategies for learners

Handout:
p. 13

Go back to the Y Chart


! What can you add?
! Is there anything you want to take off?
! Look at your definition. Do you still agree with it?
Do you want to make changes?

So thats the theory


! Where do you start?!?

Knowing your Learners


! Pre assessment tasks to determine prior

knowledge; identify gaps; identify misconceptions;


interests

! You need to know what you want to teach! what


you want the children to understand
! Work out what each cluster of students needs in
order to achieve your SLOs

! Remember pre-assessment doesnt mean TEST!

! The information gathered from the pre-assessment


is for the sole purpose of guiding instruction and is
not used for grading or categorizing students.

! ! repeated experiences with the message that

learning is progressive and virtually always includes


making mistakes that are important in helping both
the students and the teachers figure how how to
proceed in a meaningful way

Differentiated Instruction
What it is NOT
! Not Individualised
instruction

! Not Chaotic
! Not Another way to create
homogeneous grouping
(ability grouping)

! Not a chance for some

children to share advanced


information on a topic

What it IS
! Proactive
! More qualitative than
quantitative

! Rooted in assessment
! Provides multiple

approaches to content,
process and product

! Student centred
! A blend of whole class,
group and individual
instruction

P6

p.18

Metaphors for the role of the


teacher in the differentiated
classroom
! The teacher as Director (conductor) of the
Orchestra

! The Teacher as Coach

! Lessons for students should emphasise critical and


creative thinking

! Lessons should be engaging


! There should be a balance between student
selected and teacher assigned tasks.

Learning environment
! Mutual respect non-negotiable
! Pervasive expectation of growth
! Teacher teaches for success
! Equity means children get what they need for
growth

! Plan with flexible grouping in mind.

Equality vs Equity

p.25

A look inside differentiated


classrooms
! Hand out

p.102

p.104

Today
! Questions regarding presentations
! Recap from yesterday
! Assessing differentiated instruction
! Inquiry Learning

Presentation questions
! Can I present it by
! As long as you have used the rubric from the course
outline, you can make informed decisions

! Do I just use bullet points from the written

component
! Check the rubric, think of your audience, think of the
purpose and make a decision :-)

Questions cont
! How do we show leadership? Explicitly or is this
implied through knowledge?
! In the rubric it states:

! Curriculum Issues
! Content vs current issues how much of each

Questions cont.
! Finding it difficult to find issues .

Assessing Differentiated
Instruction

Showing Progress
When you starts measuring somebody, measure him right.

Make sure you done take into account what hills and valleys
he come through before he got to where ever he is. Lorraine
Hansberry cited in Tomlinson (2013) Assessessment and Student
success in a Differentiated Classroom.

Acknowledge
Progress
! Example:

Example Assessment Key


No evidence of understanding
With support

Heading towards independence

Independence

Extension

During the unit

In order to successfully
differentiate
! You need to:
! know your learners
! know what want the children to understand
! Know how you can successfully facilitate the learning
with your learners