DIFFERENTIATING A UNIT OF WORK FOR EFFECTIVE

CLASSROOMS

Hoseon Han z3246170

Research Unit of work Student contract Sample lesson Marking Criteria Reference

Contents

The method that can be used as a hierarchy of questions that progress from less to more complex levels of cognition

Useful model of the educational method for differentiating the curriculum easily

Purpose is to begin at the bottom of the pyramid but encourage all learners to target for the higher levels of the pyramid

What is Bloom’s Taxonomy ?

What is Bloom’s Taxonomy ?

Layered activities that suit the educational needs of learners at various learning levels.

Differentiating instruction in classrooms for all grade levels, and remains the only differentiated instructional method designed for high school classrooms.

What is a differentiated study?

One type of curriculum does not suit for every learners, as they are different in their readiness, interests, and learning style.

Learners can perform better when the curriculum covers the level of their previous knowledge, interests and provides them with the choices and control in the learning process.

The ideal type of curriculum can facilitate learning with student-directed and student-centred learning, that enhance learners’ interests, needs and readiness.

Differentiated curriculum offers differentiated learning materials and activities, instructional techniques, grouping model, and assessment.

Why should we differentiate in Japanese class?

A- Advanced, Evaluate and issue critically. B- Intermediate, apply or manipulate that knowledge

C- Beginner, basic knowledge

Three learning layers

1. Assessments will be set to test what they have learnt 2. Asking students to recognize different notation 3. Discussing with peers during group work. 4. feedback from peers and teacher 6. practice speaking skills through group work.

Accountability

StudentI 

In the study of Japanese, students are encouraged to acquire basic skills to become self-directed learners. Opportunities exist for students to reflect upon their progress towards the demonstration of the syllabus outcomes 5.UL.2 - 4. This layered curriculum based on students’ reflection provides the basis for improving their learning. Developing self-assessment skills is an ongoing process, becoming increasingly more sophisticated and self-initiated as a student progresses. Over the following week maximum 100 points are to be achieved within classes and relative assignments.

Student Contract: Instructions

At least one exercise must be completed at each level Exercises are to be completed both in class and after

class, and individually and in a group. This is a graded assessment where participation marks

will be rewarded Each assignment is to be signed by teacher with marks

in order to address learners’ progress and participation, furthermore, at the end of the week all work and contract will be collected by the teacher.

Feedback from teacher and peers would be exchanged during classes.

It is advised to compare your work to the marking criteria, self evaluation of your assignment before handing in is recommended to achieve the better marks.

Teacher

Provide support and guidance mark on completed assignments Feedback on students’ performance and

progress to be provided during class Appropriate and various instructions and

assignments to be implemented according to the level of students readiness and progress

__________________ __________________Students Signature Teachers signature

HD - The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

D - The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

CR - The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

P -The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

F -The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Final marking Criteria

Designed for a year 10 class The unit consists of 10 lessons, 65 minutes.  Rationale In this unit students develop language skills

through exploring a theme relating to the everyday activities of Japan. They acquire vocabulary, expressions and language structures within this context. Students also listen, read and respond to texts, while participating in a range of group exercises that focus on using language and record their own work evaluations using both written and verbal texts.

Unit of work

Nunley. K., (2006) Differentiating the high school classroom. Thousand Oaks, CA; Corion Press

Coffey, H. ‘Bloom’s Taxonomy’, The University of North Carolina at Chapel Hill,

http:// www.learnnc.org/lp/pages/4719

Imageshttp://www.chaffey.edu/onlineed/faculty/bloom.html

References

Learners can perform better when the curriculum covers the level of their previous knowledge, interests and provides them with the choices and control in the learning process.

Thank you!

Conclusion