How to differentiate the

curriculum to cater for ALL of

the students in your class

AISV

Facilitated by Karen Green

 A- Z of Differentiation
Place today’s date on the top of the left
column and fill in any words or phrases that
you already know about Differentiation.
 Question cubes
What do you want to know about
differentiation?
 This bit is all about you!
Complete page 3 of the handout.

Really think carefully about your learning

needs so that this series of workshops can
be differentiated for you.
 Data
What data do we collect that informs
us about our students?
 Activity
Fill in the A3 jigsaw on your table to
indicate what information you gather
about your
students.
 Green – most effective data

Yellow – somewhat effective data

Red – ineffective data

Weighing the pig
What are your greatest challenges?
The difference between
teaching and learning …
‘I TAUGHT STRIPE
HOW TO WHISTLE.’
‘I DON’T HEAR HIM
WHISTLING.’
 ‘I SAID I TAUGHT
HIM.
I DIDN’T SAY HE
LEARNED IT!’

From Checking for Understanding, King Features Syndicate.

Learning is defined as a process that
leads to a change in a learner’s
disposition and capabilities that can be
reflected in behaviour.

Gagne (1985)
What’s happening here?
We often think we are being
understood!
What is personalised learning?
 Learning can be personalised when
differentiated instruction is provided.

Teachers need to create multiple paths so

that students of different abilities, interest
or learning needs experience equally
appropriate ways to absorb, use, develop
and present concepts.
 OUR EDUCATIVE PURPOSE

What is powerful What is powerful

to learning and
Who do we
learn? what promotes it?
LEARNER report to?
Victorian Principles of
Essential Learning Learning
Standards and Teaching
Students
Parents
How do we know Community
it has been learnt? System

Assessment Advice
Meet Hamish
Step inside a … successful learner
What does this person perceive?

What might the person know about

or believe?

What might the person care about?

Page 9 of your handout

 Now step inside an …
unsuccessful learner?
What does this person perceive?

What might the person know about

or believe?

What might the person care about?

Page 9 of your handout

 Picture Key

How is the picture on your table like

an optimal learning experience?
 What is it important for
your students to know?
Students at the different stages of learning
have different needs.

What are they?

Discuss in your table groups so we can collate
a detailed overview of what our students need
before we begin to find a way to differentiate how
we teach it and how they learn it.
A number of different pre-tests have
been placed on your tables.

Working in threes complete one of

these ‘tests’.

(3 is a good number for group work)

 Venn Diagram
Fishbone Diagram
Ranking Ladder
Y Chart
Target
Discuss what each pair included in their
test.
What do you notice about these pre-
tests?
Do they all provide the same information
to the teacher?
Which are more comprehensive? Why?
What did the ‘pre-tests indicate
about your collective knowledge of
differentiating the curriculum?

Were there any processes tested?

Group vs individual pre-tests?

• Determines students’ levels of
content knowledge, general
principles, processes, strategies and
skills
• Informs the level and pace of delivery
• It is important to identify key concepts
and facts as well as processes that
students already have at their
disposal
Pre-tests should be for knowledge,
concepts and theories as well
processes such as thinking
dispositions, research skills, Habits of
Mind.
Page 19
 Bloom’s Taxonomy and pretests?
Y Chart – Understanding
List, outline, tell, define, interpret, make
sense of …
Venn Diagram, Fishbone, Target– Analysing
compare, contrast, discriminate, differentiate,
organise, investigate
Ranking ladder – Evaluating
Judge, justify, prioritise, validate, rank, grade,
evaluate
 What do teachers
bring to their work?
Complete the brainstorm web on page 10.

Teacher skills,
qualities and
behaviours
required for ‘best
practice’
PRINCIPLES OF LEARNING AND
TEACHING P-12 (PoLT)

Support teachers’ classroom practice and

provide tools for self-assessment and
improvement.

What is powerful learning and what

promotes it?
1. The learning environment is supportive
and productive.

2. The learning environment promotes

independence, interdependence and
self-motivation.

3. Students’ needs, backgrounds,

perspectives and interests are reflected
in the learning program.
4. Students are challenged and supported
to develop deep levels of thinking and
application.

5. Assessment practices are an integral

part of learning and teaching.

6. Learning connects strongly with

communities and practice beyond the
classroom.
 Quantitative and Qualitative
Data
• levels of academic performance
• motivation and engagement
• behaviour
• body language
• attendance records
• physical health
• friendship groups …
 Differentiated curriculum
• Begins where the students are
• Caters for different learning styles
• Caters for different interests
• Provides for varied rates of instruction
• Provides for varying degrees of difficulty
• Allows for thinking, learning and creating
in different ways
• Matches learning with particular
intelligences
 Looks like …

• Students working with purpose at their

own pace
• Positive interactions between teacher
and students, students and students
• A bright and cheerful space
• An organised work environment with
relevant resources available
• teachers and students taking
responsibility for their physical and
learning environment
• Students being guided to use appropriate
strategies that will assist with their
inquiries
• guided chaos – diverse activities
• evidence of work is present / displayed
• Students coming and going depending
on activity – purposeful movement
• cooperative groups
• busy
• respectful
• engaged
• controlled
• happy
• self-directed
 Sounds like
• relevant and stimulating questions
being asked by both students and teacher
• positive contributions from all class
members
• a place full of excited learners
• teacher providing adequate ‘wait time’
between posing a question and expecting
an answer
• laughter
• debate
• “buzz” times and “quiet” working time
• moments of silence
• groups laughing and enjoying each
other’s work
• lots of different conversations on a
guided path
• constructive conversation
• sharing of ideas and brainstorming
• accepting of individual differences – no put
downs
• excited learners being led by enthusiastic
teacher(s)
• willingness of class members to listen to
others
• expected and respected noise level
• questions answered by both teachers and
students
 Feels like
• learning is taking place
• a safe place to be
• flexible open environment
• any questions can be asked
• energetic
• a place where risk-taking is supported and
encouraged
• mutual respect
• supportive and tolerant environment
• warm and welcoming
• an island of security
• verbal support
• empowering
• students want to be there
• relaxed and comfortable
 Curriculum
The following componentsDesign
require
consideration when designing curriculum
for any student of any age :

• Content
• Process
• Product
• Learning Environment
 Content
What is taught …

• Variety
• Complexity
• Big ideas
• Discipline methodologies
 Process
How it is taught …

• Thinking skills – critical and creative

• Bloom’s Taxonomy verbs and question
stems
• Cooperative learning
 Product
How it is assessed …

• Multiple intelligences
• Formative
• Self
• Peer
• Summative
 Learning environment
• Accepting
• Flexible
• Learner-centered
 The Maker Model
Read pages 25 and 26.

Discuss in your table groups.

Complete a P (Plus) M (Minus) I

(Interesting) on your table.
 Passow quote

• Would all students want to be involved

in such learning experiences?
• Could all students be involved in such
learning experiences?
• Should all students be expected to
succeed in such learning experiences?
 The answer to these questions should be
‘no’ if the curriculum is to be appropriate
only for gifted students in your class. If the
answer is ‘yes’ then the curriculum is
suitable for all students.
 All teachers should …
Design and deliver curriculum that considers:
• Individual starting points and a way to
negotiate pathways through the curriculum
• Different learning styles
• Different forms of assessment
• Multiple Intelligences
• Differing interests
• Different learning plans (ILPs,GLPs)
• Use more formative than summative
assessment
• Implement the Principles of Learning and
Teaching (PoLT)
• Teach thinking
• Teach cooperation
• Include ICT in learning experiences
 Threads within VELS
There are ‘threads’ that run through the
Domains of VELS.

To differentiate it is essential to see the

breadth of the threads and not focus on
only one level at a time.
 Personal Learning Threads
• understand learning styles, strategies,
habits and study techniques
• respond appropriately to feedback
• set learning improvement goals
• understand learning protocols
• manage time and resources
• develop positive attitudes to learning and
• use metacognition to reflect on
themselves as learners
This is you doing some homework
 Motivation
Read Sylvia Rimm’s Laws and
discuss with a partner.
 The Things We Steal From
Children pages 29-30
This may be something that you wish to
share with your colleagues!
 Questions to consider …
Pages 6 – 8

Homework for our next session

which is on May 19 is to answer 10 of the
questions listed here. Please highlight
them now.

Please be prepared to share your findings

with the group.
 Next Session
The focus for the next session is to explore
how Multiple Intelligences theory and
Bloom’s Taxonomy can be your best friend
when differentiating!