A presentation onA presentation onCurriculum DifferentiationCurriculum Differentiation

Value Adding - Bloom’s TaxonomyRaewyn DonaldRaewyn Donald

PEAC Co-ordinator – SMERPEAC Co-ordinator – SMER

TODAY’S OUTCOME• Understand the terms:• Differentiation, Enrichment and Extension

• Plan and program for all students by differentiating the curriculum:

• Maker Model• Blooms• Graphic Organisers

• Where to next?• Creative and Critical thinking in the Australian Curriculum

CURRICULUM CURRICULUM DIFFERENTIATIONDIFFERENTIATION

WHAT IS IT?WHAT IS IT?

A broad term referring to the need to tailor A broad term referring to the need to tailor teaching environments and practices to teaching environments and practices to create appropriately different learning create appropriately different learning

experiences for different students.experiences for different students.

IN OTHER WORDS:IN OTHER WORDS:

The teacher plans for the diverse needs of The teacher plans for the diverse needs of students.students.

WHY DIFFERENTIATE?WHY DIFFERENTIATE?

• One size fits all instruction does not One size fits all instruction does not address the needs of many studentsaddress the needs of many students

• Kids come in different shapes and sizes Kids come in different shapes and sizes as well as interests, learning profiles as well as interests, learning profiles and readiness levelsand readiness levels

• We need to do more than We need to do more than ‘ ‘tailor the same suit of clothes.’tailor the same suit of clothes.’

HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE?

ByBy

• deleting already mastered materialdeleting already mastered material

• adding new content, process or product adding new content, process or product expectationsexpectations

• extending and enrichingextending and enriching

• accelerationacceleration

• writing new courses or units that meet the writing new courses or units that meet the needs of all studentsneeds of all students

What differentiationWhat differentiation ISIS

• A range of learning A range of learning options (2-4 activities)options (2-4 activities)

• Based on knowledge of Based on knowledge of where students are ‘at’ where students are ‘at’ and where they need to and where they need to progress to progress to

• Flexible and evolving Flexible and evolving groups groups

• About quality of tasks not About quality of tasks not quantityquantity

• Well planned and Well planned and student centredstudent centred

What differentiation ISN’T

• Individualised instruction (30 IEPs)• Based on the need to cover a certain amount of content in a certain time• ‘Streaming’ or fixed grouping• Giving more or less of the same work • Students choosing everything they do

So why do we need to So why do we need to worry?worry?

• Professional obligationProfessional obligation

• Complies with the Principles Complies with the Principles of Learning and Teachingof Learning and Teaching

• Excellence and Equity – Excellence and Equity – Priority 1Priority 1

DON’T PANIC ….DON’T PANIC ….

• You are almost certainly differentiating You are almost certainly differentiating to some degree alreadyto some degree already!!

• Build on what you are doing alreadyBuild on what you are doing already• Make small changes Make small changes (one area at a time)(one area at a time)

• Put clear plans in place Put clear plans in place (for seeking help, (for seeking help, early finishers, handing in work etc)early finishers, handing in work etc)

• Involve your students in these plans Involve your students in these plans (give them as much responsibility as (give them as much responsibility as

possible)possible)

What kinds of things do you do What kinds of things do you do to maximise student learning?to maximise student learning?

TELL ME MORE….TELL ME MORE….

Teachers can differentiateTeachers can differentiate• Content (the What)Content (the What)• Process (the How)Process (the How)• Product (the Why)Product (the Why)• Learning environment (the Where and When)Learning environment (the Where and When)

according to students’according to students’• readinessreadiness• interestsinterests• learning profilelearning profile

through a range of instructional and through a range of instructional and management strategiesmanagement strategies

DIFFERENTIATION – DIFFERENTIATION – MAKER MODEL MAKER MODEL

• Content (The What)Content (The What)

Use the students abilities to build a richer Use the students abilities to build a richer more diverse knowledge basemore diverse knowledge base

• Process (The How)Process (The How) Promote creativity and higher cognitive Promote creativity and higher cognitive

skills and productive use of knowledge skills and productive use of knowledge mastered.mastered.

DIFFERENTIATION – DIFFERENTIATION – MAKER MODEL MAKER MODEL

• Product (The Why) Product (The Why) Facilitate opportunities for talented Facilitate opportunities for talented

students to produce a product that students to produce a product that reflects their potential.reflects their potential.

• Learning Environment (The Where Learning Environment (The Where and When)and When)

Create a learning environment which Create a learning environment which encourages students to engage their encourages students to engage their abilities to the greatest extent possible.abilities to the greatest extent possible.

DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES

• Compacting the CurriculumCompacting the Curriculum

• Cubing/Tiered AssignmentsCubing/Tiered Assignments

• Extension MenusExtension Menus

• Learning CentresLearning Centres

• Learning ContractsLearning Contracts

• Independent StudyIndependent Study

ENRICHMENTENRICHMENT

• Independent researchIndependent research

• Critical/creative thinking skillsCritical/creative thinking skills

• Levels of questioningLevels of questioning

• Problem solvingProblem solving

• Complex ICTComplex ICT

• Cooperative learningCooperative learning

• Guest SpeakersGuest Speakers

EXTENSIONEXTENSION

• Learning CentresLearning Centres

• Challenge CentresChallenge Centres

• Parallel programmingParallel programming

• ContractsContracts

• Complex ICTComplex ICT

• Peer TeachingPeer Teaching

• MentorsMentors

BLOOM’S TAXONOMYBLOOM’S TAXONOMYand the Differentiated Curriculumand the Differentiated Curriculum

• Developed by Benjamin Bloom in 1950sDeveloped by Benjamin Bloom in 1950s• Provides a way to organise thinking skills Provides a way to organise thinking skills

into six levels, from the most basic to the into six levels, from the most basic to the more complex levels of thinkingmore complex levels of thinking

• Continues to be one of the most Continues to be one of the most universally applied pedagogical modelsuniversally applied pedagogical models

• 1990s – taxonomy revised by Lorin 1990s – taxonomy revised by Lorin Anderson (former student of Bloom)Anderson (former student of Bloom)

Original Terms New TermsOriginal Terms New Terms

• EvaluationEvaluation

• SynthesisSynthesis

• AnalysisAnalysis

• ApplicationApplication

• ComprehensionComprehension

• KnowledgeKnowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Understanding Remembering

Analysing

Applying

Creating

Evaluating

Davis & Rimm

(2004)

So how do you So how do you use Bloom’s use Bloom’s

in the in the

classroom?classroom?

DIFFERENTIATING BLOOM’SDIFFERENTIATING BLOOM’S

BUILD BLOCKS TO THINKBUILD BLOCKS TO THINK

Increasing complexityIncreasing complexity

Breadth and depthBreadth and depth

GRAPHIC ORGANISERSGRAPHIC ORGANISERS

• Concept Maps Concept Maps • Mind MapsMind Maps• KWL/KWLHKWL/KWLH• PMI/PMIIPMI/PMII• T Chart/ Y ChartT Chart/ Y Chart• Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams• Flow diagramsFlow diagrams• Storyboarding Storyboarding • Fishbone / Cause and Effect WheelFishbone / Cause and Effect Wheel

THINKERS’ KEYSTony Ryan

• A range of question starters presented as keys to unlock the analytical, critical and creative thinking abilities of students

• 20 activities

• Designed to motivate and engage students in a wide range of

thinking tasks

QUESTION STARTERS

The Reverse The CommonalityThe What if? The InventionsThe Alphabet The AlternativesThe BAR The QuestionThe Construction The BrainstormingThe Disadvantages The Forced RelationshipThe Different uses The CombinationThe Prediction The InterpretationThe Picture The Brick WallThe Ridiculous The Variations

B A R

• B Bigger What could be made bigger?

• A Add What can be added to the

design?

• R Remove/replace

What can be removed from the

design?

How Can You Use Them?

• Introduce a few keys at a time• Can be used in isolation• Can be used as a quick 3 minute motivational

exercise• Sheets of Thinkers’ Keys for class theme as

extension activities• Whole Class Activity• Student extension where a key is selected and

the student has to create the activity

WHERE TO FROM HERE?WHERE TO FROM HERE?

HOTSHOTS• Critical ThinkingCritical Thinking

• Creative ThinkingCreative Thinking

Australian CurriculumAustralian Curriculum• General CapabilitiesGeneral Capabilities

The mind is not a vessel to The mind is not a vessel to be filled,be filled,

but a fire to be kindled.but a fire to be kindled.

PlutarchPlutarch