1 Pecha Kucha

2 One size does not fit all

Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom

3 Making adjustments

It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners.

4 Results

Quantitative, HSC, pressure IN MY CLASSROOM: I value little successes and wins from students. All students can achieve.

5 How do we teach?

Eliminate unnecessary teaching IN MY CLASSROOM: More and more tasks are student directed and teacher guided.

6 Learning styles

Verbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Naturalistic Musical Intelligence Interpersonal Intrapersonal

7 Content

BEA – FLIPPED CLASSROOM Content of curriculum comprises:

• Ideas • Concepts • Information presented to students

Content can be made: • More complex • More varied • Organised differently

IN MY CLASSROOM: Scaffolds, Edmodo, Different approaches to content – worksheets, video, interactive, discussion.

8 Product

JUDE Product is:

• What the students produce • NOT a summation of content

9 Process

Process is the way in which the content is presented to students Higher order thinking Open-ended processing Inquiry HOW we teach

10 Questions

Blooms Strategies to move beyond the textbook include the selection of supplementary materials, the use of primary source documents, the use of trade books and publications, the use of biography in all subject areas, and the regular employment of reference materials in the classroom IN MY CLASSROOM: Reflective High Order Options Re-Questioning and phrasing Focus question (Project Based Learning)

11 Changing the

approach

The skills of higher order thinking, creative and divergent thinking, problem solving, decision making, forecasting and planning are all recommended strategies not only for gifted students but for all students • 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 expectation that students learn best by

being seated in rows and working in silence is unfounded and continually questioned by researchers. The need for control in classrooms sometimes leads teachers to the false belief that a restrictive and passive classroom environment will ensure positive student behaviours

• Pre-test IN MY CLASSROOM: Brainstorm the topic to see what each student knows and reflect upon it, share ideas

12 Student Discovery

Students learn through doing, rather than listening. Who is the expert in the classroom. IN MY CLASSROOM: Teach by THEME and students need to solve the problem through experimentation, trial and error, peer feedback

13 Freedom of choice

• Providing opportunities for self-directed, independent study

• Well designed open-ended activities provide opportunities for learners to match the quality of their responses to their ability level and to respond in accordance with their learning characteristics

IN MY CLASSROOM: Don’t define the parameters of a task, instead we ask students to make links with their work and that of other artists. They choose how best to represent their ideas

14 Group interaction

IN MY CLASSROOM: I seat students in clusters to get them working collaboratively. At least ONE task is a group task. Not all students like this, but they can bounce ideas off eachother.

15 Variety of process

• Teachers discard the idea that all students should be doing the same thing at the same time. Students are able to choose from many options and design their thinking processes

• Tiered Tasks IN MY CLASSROOM: Give students options to work in materials that they are comfortable with.

16 Pacing

It is important to facilitate complex thought processes by allowing ‘wait time’. Pace does not mean rapid questioning, rather rapid progression from concrete thinking to abstract thinking. IN MY CLASSROOM: Have at least 3 outcomes per unit and allow students to work on them at their own pace.

17 Tight loose Tight

18 Why bother?

19 One size doesn’t fit all

20 Seems confusing? Try being one of the students!