Corinda State High School Pedagogical Framework
CORINDA STATE HIGH SCHOOL CRICOS Number 00608A
Provider: Department of Education
46 Pratten Street CORINDA QLD 4075
Phone: 07 3379 0222
Email: [email protected] Website: www.corindashs.eq.edu.au
August 2018
Contents
Our school ......................................................................................................................................... 2
Rationale ........................................................................................................................................... 3
Student centred planning .................................................................................................................. 5
High expectations .............................................................................................................................. 5
Alignment of curriculum, pedagogy and assessment ......................................................................... 6
Pedagogy aligned with curriculum ................................................................................................. 6
Intended or identified curriculum .............................................................................................. 7
Enacted and experiential curriculum .......................................................................................... 7
Assessment and moderation...................................................................................................... 7
Lesson design and delivery ........................................................................................................ 9
Evidence Based Decision Making ..................................................................................................... 10
Pedagogical Schema: ................................................................................................................... 10
Learning Walks and Walk throughs .............................................................................................. 10
Professional Learning Communities (PLCs) ................................................................................... 11
Coaching and Mentoring ............................................................................................................. 11
Classroom Climate ....................................................................................................................... 11
Targeted and Scaffolded Instruction ................................................................................................ 13
Relevant and reliable data as part of systematic curriculum delivery ........................................... 13
Analyse and discuss data to inform teaching and learning ........................................................... 13
Use data to lift performance and support student learning .......................................................... 13
Targeted Teaching ....................................................................................................................... 14
eLearning and Contemporary Teaching Strategies ....................................................................... 14
eLearning: ................................................................................................................................... 14
Scaffolded Teaching .................................................................................................................... 15
Safe, Supportive, Connected & Inclusive Learning Environments ..................................................... 16
Positive Education ....................................................................................................................... 16
Gifted and Talented ..................................................................................................................... 18
Differentiation ............................................................................................................................. 19
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Our school
1. OUR VISION
Exceed Your Expectations
2. OUR MISSION
In readiness for life, we are committing, engaging and inspiring students towards valued careers and citizenship beyond 2020.
3. OUR EDUCATIONAL AND ASPIRATIONAL VALUES
• Innovative and Exciting Learning Environment • Skilled and Committed Practitioners • Collaborative Authentic Partnerships • Enterprise and Stewardship
• Attaining Personal Excellence
4. OUR COMPETITIVE ADVANTAGE
Our graduates are globally engaged competitive, and credentialed.
5. STRATEGIC PRIORITIES
To revolutionise education by engaging learners judiciously and ethically with the world.
•Transformational thinking•Curriculum architecture•Literate futures, Numerate futures•Life-wide opportunities•Positive learning and Wellbeing
6.1 Revolutionary learning
•Culture of learning•Leaders of learning•Workforce blueprint
6.2 Exemplary staff
•Cultural connection•Relationships, self & identity•Actively global
6.3 Community & identity
•Partners in excellence•Sustainable futures•Entrepreneurial culture
6.4 Entrepreneurial excellence
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Rationale
Corinda SHS Research-based pedagogical framework involves the effective teaching and learning practices that focuses on improved student achievement. Pedagogy is the art (and science) of teaching, incorporating an array of effective teaching strategies that support intellectual engagement, connectedness to the wider world, supportive, inclusive classroom environments, and differentiation. This should be implemented across all learning and subject areas, be supported by instructional leadership – improves student performance, data to develop
successful learners.
A whole school approach to teaching and learning ensures:
• Shared understandings and a common language in the school community • Shared understandings and a common language in the school community • Knowledge of the learner • Continuity of learning across year levels • A full range of learning needs addressed • Responsive intervention • Students are given the opportunity to develop deep understanding • Alignment in teaching, learning and assessment practices • Our commitment to the school improvement agenda
Corinda SHS pedagogical framework draws on the research of Hattie, Williams, Marzano, Fisher and Frey. (Hattie 2012, Williams 2015, Fisher and Frey 2015 & Marzano 2007).
Underpinning Corinda SHS elevating deliberate practice is Marzano’s Art and Science of Teaching; a comprehensive framework of instruction to be used by teachers across curriculum domains and year levels. Hattie’ visible learning and Fisher/ Frey gradual release of responsibility has been integral to the development of the instructional model of deliberate practice.
Our framework allows us to live out our vision to Exceed All Expectations and reflects our four central strategic priorities of Innovative Curriculum and Powerful Learning, Sense of Community, Exceptional Staff and Corporate Excellence
This is illustrated in Figure 1 (see over).
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Figure 1 Corinda State High School Hamburger
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Student centred planning
Our pedagogical framework responds to the local context and the levels of student achievement. All teaching staff are expected to Triangulate and analyse the data to inform student capabilities and needs. The diagram below sets out the inter-relationship between planning, teacher performance and our improvement agenda.
Figure 2 Inter-relationship between evidence, teacher performance and our improvement agenda
High expectations
High Expectations are evidenced through our Elevating Deliberate practice. Comprehensive and
challenging learning goals are developed for each student based on triangulated data. Our Corinda SHS instructional model promotes deep learning through critical thinking, curiosity and authentic contexts through our Culture of Learning and Teaching Hub and Learning procedures for on-going
induction, coaching, mentoring and support in teaching practices for all staff.
Evidence based research underpins professional practices and informs decisions about teaching and
learning. Considerable attention is also given to continuity and progression of learning across year levels so teaching builds on and extends learning.
•Agreed• Informs Teacher Decisions and Planning.
• Student Achievement
and Monitoring
• Research Based Evidence
High Expectations
Art and Science of Teaching
Effect Size
Embedding Formative Assessment
Gradual Release of Responsibility
Assessment: formative and summative
Moderation
Alignment to achievement standards
Leading Learning
AIP and Faculty Targets
Tailored pathways.
Relevance of Prior Learning
One School Dashboard
Reporting Data
Diagnostic Testing
Pretesting
Differentiation
Explicit Literacy
Explicit Numeracy
Instructional Model
Assessment
Academic Coaching
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It places a strong emphasis upon the deliberate development and use of complex reasoning processes or higher order thinking.
To achieve our goals, teachers and Heads of Departments are mindful that curriculum planning and delivery needs to be dynamic and viable to that it builds exceptional scholarship and embraces
criticality, inquiry, optimism and academic resilience.
Alignment of curriculum, pedagogy and assessment
Pedagogy aligned with curriculum
To align our curriculum delivery at Corinda State High School, head of departments and teachers use a coherent and sequenced approach to planning and enacting the curriculum so high quality teaching, learning and assessment practices can be fostered and integrated across year levels. This assists the clear alignment between the school priorities of literacy, numeracy, transformational thinking and informed use of data to raise all student achievement standards.
Figure 3: Curriculum and Learning Cycle
Curriculum programs developed to linking the intended curriculum and achievement standards.
At beginning of each semester complete Semester Overviews with assessment details on oneschool.
Detailed Unit Plan written -include requirements and assessment for the unit. School generic template
All units include: Literacy, Numeracy, ICTs. All units
identify how: HOTs, CCEs & ASOT
Each assessment task is accompanied by Standards and Criteria information or marking
guide
Considerations to how the summative tasks gather evidence against the achiement standards
Embeds assessment into pedagogical practices, adapt for
students needs.
Exemplars are provided showing clear and explicity standards required for student success
During and after the teaching and learning
process, teachers engage in quality assurance of
assessment, and moderation of student
work to ensure comparable teacher judgment and shared understanding.
Students are provided with quality feedback throughout the drafting process in order
to improve
Student folio of work and profile stored and reviewed
regularly
Student Feedback
Unit Plans written
(evaluated)
School priorities and
data are targeted in
planning
Assessment is designed as part of the planning
cycle
Student exemplars
are designed
School based Moderation processes
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Intended or identified curriculum
Planning considerations:
- Review intended or identified curriculum from appropriate documents from - ACARA, QCAA and VET training packages
- General capabilities, cross curriculum priorities and 21st century skills. - Achievement standards or descriptors - Sequence, pre-requisites and priorities
- Differentiate teaching so that every student’s learning needs are met in ways appropriate to their age, the context in which they are learning and nature of the curriculum.
Plan assessment so it is embedded into the teaching and learning process. Exemplars developed or review of work samples to ensure alignment between curriculum intent, achievement standards and what is being assessed.
The gradual release of responsibility forms the base unit planning at Corinda with explicit promotion of literacy, numeracy and higher order thinking. Cultural connection, collaboration, ICT and actively global enrich student learning and 21st century skills.
Enacted and experiential curriculum
Evidence based Teaching and learning strategies sequence includes:
- Elevating deliberate practice and gradual release of responsibility
- Responses to diverse learning needs, data and adapting to student needs - Literacy and numeracy demands are explicitly taught within learning areas and subjects - Art and Science of Teaching strategies, higher order thinking, cognitions and ICTs
- multiple opportunities for students to learn concepts, practise skills and apply to other contexts with increasing autonomy
- students have opportunities to demonstrate the achievement standards or standard
descriptors - SAMR Model of Technological Integration.
Assessment and moderation
- Quality assurance and moderation of student work to ensure comparable and consistent teacher judgement. These processes will help develop a shared understanding of the qualities of student work described in the achievement standards
- Teachers make standards-based judgements about the quality of work submitted and, provide feedback relating to standards and criteria.
- Feedback is provided on formative and summative tasks to help student learning. - Students reflect upon the feedback provided and set learning goals - Data collection practices consistent across the school. - Moderation involves endorse before use, professional sharing, shared understanding,
quality assurance and best practice, consistency and builds teacher capacity and confidence.
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CORINDA SHSThe
Assessment Process
Unit planning
Date of Assement in Assessment Calendar &
Semester Overview
Determine Assessable Elements
Ensure alignment between curriculum intent &
assessment instrument conducted
Design and develop a Construct Assessment
Cover Sheet / Standards & Criteria
A-E descriptions for making judgements about
student responses
Staff submit to HOD for approval & sign off
All assessment items have a standard assessment given out in class with
draft & finished assement due in class time
Draft dates adhered
Teacher provides written feedback on
draft All students with outstanding assemssment followed up by a teacher
and reported to HOD
Teachers make standards-based judgements about
quality of work submitted, provided feedback relating
to standards & criteria
Staff use students performance feedback to inform future teaching &
planning
Teams of teachers / expert moderates
student work
Figure 3 Assessment Process
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Lesson design and delivery
Elevating Deliberate Practice - instructional model
This instructional model is researched based and reflects how students learn effectively. It forms the basis for delivering an effective lesson and elevating deliberate practice. A highly effective practitioner will be able to think flexibly about how to best apply the stages of the instructional model to their lesson. While all the stages are important, for an effective lesson phase 1 and 4 are essential. This is due to the way our brain remembers information at the beginning and end of an activity. Additional resources for each phase are attached, giving suggested times and indicators of excellence.
Elevating Deliberate
Practice @
Corinda SHS
1. Beginning and Focus
"I Do" Explicit Instruction•Routine and Procedures (eg line up outside room)
•Learning intention and success criteria•The hook (eg quiz)•Presentation, Modelling or demonstration•Academic Vocabulary •Key Critical Thinking Question
2. Guided Instruction and Collaborative Learning
“We Do" + "We Do Together"
•Routine and Procedures (eg elbow partners)•Formative Feedback - peer and teacher•Scaffolding and Engagement•Examining and Reasoning Questions •Co-operative Learning•Deepening and Practicing Activities (eg graphic organisers)
•Revisit success criteria and learning intention
3. Independent Practice
"You Do"
•Show understanding of thinking process and complex cognitive tasks
•Check understanding•Opportunities to apply content skills
4. Review / Reflection
Revisit Learning Intention and Success Criteria•Reflect on learning (eg exit ticket)•Check learning progression and link to the next lesson.
•Routines and Procedures (eg chairs pushed in)
Figure 4 Instructional Model
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Evidence Based Decision Making
Pedagogical Schema:
Figure 5 Pedagogical Schema
Learning Walks and Walk throughs
Corinda SHS uses iAspire to analyse and collate data from learning Walks and Walk throughs. This is an invaluable resource to inform teaching learning improvement priorities for the whole school, year level and faculty level. The Learning Walks and Walkthroughs are conducted by HODs, DPs and volunteer teachers in order to provide meaningful feedback and support innovation in teaching practice
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Professional Learning Communities (PLCs)
• Professional learning communities’ so that teaching at Corinda becomes more explicit, precise, purposeful and deliberate with a focus on learning intentions and success criteria, narrative and pace, cognitions to support higher order thinking, and setting challenging learning tasks.
• Creating an environment in which teachers embrace the idea of continuous improvement or ongoing growth through robust professional conversations, observations and reflections.
• Continue to increase teacher knowledge about high quality instruction and generate a shared view of effective practice to build capacity for effective practice for every student in every classroom.
• Building consistent, comprehensive and improved pedagogical approaches while still allowing for autonomy, flexibility, innovation and subject specific focus to cater for all learners.
• Art and Science of Teaching (Marzano, 2007), Visible Learning (Hattie, 2012) Embedding Formative Assessment (Williams, 2015), Gradual Release of Responsibility (Fisher and Frey, 2015) so that high quality teaching is research based, evidence driven and reflective.
• A consistent and aligned approach for the collection and analysis of data to inform teaching and decision-making.
• Mentor and coach teachers in classrooms to improve teaching practice using observation and feedback
Coaching and Mentoring
Coaching and mentoring plays an important role in developing high performing teachers and effective teaching practices. It involves:
• lesson observation • support, and • coaching.
Feedback is central to monitoring teacher effectiveness and coaching teachers to improve. All teaching staff, including Heads of Department, are to have at least one observation by their line manager each semester. In addition to this all teaching staff will engage in lesson observations and feedback with each other. A reflective Practice Log has been established to assist teachers in recording their observations in relation to the Art and Science of Teaching and specific identified goals. Observations and feedback can take the form of specific targeted teaching, eg Literacy or a pedagogical aspect. This will be negotiated prior to the observation.
Classroom Climate
Student feedback can be obtained for individual teachers to focus their professional characteristics and skills on those aspects of climate that most need to be improved, and/or to seek to develop new capacities where effectiveness needs to be improved.
Classroom climate surveys will be used to highlight aspects of classroom climate the students appreciate and other aspects that may need to be improved. This provides teachers with another dimension of feedback which can assist them in improving student outcomes.
All teachers are asked to administer the school classroom climate survey each term as part of their data collection to inform planning and delivery of lessons. This will be conducted electronically, via
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anonymous surveys with students in class time. This data contributes to the review meeting as part of the reflection process.
Learning walks are designed to obtain a ‘snapshot’ of the learning at the faculty or year level to identify trends within a group of teachers and if further professional learning is required. The information from the learning walks will assist the SLT PLCs to share understandings, collaborate and formulate strategies. This type of observation practice can be effective for improvement and common focus for professional learning for a specific group within the school.
Instructional rounds involve a collaborative group of leaders / teachers visiting multiple classrooms to gather dada or evidence for the school improvement agenda. The group works together to identify patterns and build a picture of teaching and learning across the school, leading to recommendations.
Instructional coaching comprises a collaborative partnership supporting teachers’ goal setting. The coach focusses on supporting the professional growth of teachers through modelling practice, classroom observation and reflection, joint problem solving and coaching conversations about teaching practice.
Peer observations and coaching- The purposes of peer observation to assist self-reflection of one’s own teaching and the opportunity to gain feedback. This reflective practice also supports the sharing of ideas and expertise during PLC collaborations to improve student learning. Pre and post lesson conversations provide feedback and reflections on teaching practice forms the basis of peer coaching and professional practice at Corinda.
Professional Learning Communities are an important part of Corinda’s improvement agenda. Our PLC model is based upon a group of educators meeting regularly to share their expertise, and working collaboratively to improve teaching skills and student outcomes. Teachers observe, reflect, continually question, re-evaluate and refine to improve their professional.
Figure 6 Corinda, a range of classroom observations, mentoring and coaching processes
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Targeted and Scaffolded Instruction
Relevant and reliable data as part of systematic curriculum delivery
Figure 7 Relevant and reliable data
Analyse and discuss data to inform teaching and learning
Data cycle meetings Faculty data meetings PLCs- classroom data dashboards Questions: How are your students doing in their learning? How do you know? What are you doing to improve their learning? How do you know it’s working?
Use data to lift performance and support student learning
Teachers and HODs use a range of data to support continuous improvement in student achievement and inform curriculum, teaching and learning.
Teachers use assessment and reporting data to engage in professional conversations with PLCs, teaching teams and faculties to share, to identify and respond to problems and inform next steps in teaching and learning.
Data that informs
teaching and learning
formative assessment
data
summative assessment
datareporting
data
other informing
local evidence
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Data includes:
• formative assessment data – formal and informal monitoring tasks that track student progress against aspects of the relevant achievement standard; and diagnostic and standardised assessment that informs differentiation of teaching and learning
• summative assessment data – levels of achievement for student responses to summative assessment (using a five-point scale) against learning area and/or subject achievement standards and related assessable elements that contribute to the student assessment folios
• reporting data – overall levels of achievement (using a five-point scale) and student performance against each assessable element recorded on the student's assessment folio for each learning area and/or subject at the end of each semester
(Reference: Assessment and Moderation Hub)
Targeted Teaching
Targeted teaching involves using strategies – including formative assessment, teacher-student feedback and evaluation of teaching. It requires teachers to identify learning needs and adapt their teaching in response. Before they teach each new topic, they need to understand what each student can already do and is ready to learn. As they teach, they need to check how each student is going and provide tailored feedback or more support to address obstacles or misconceptions and help each student stay on the right track. Record strategies on data dashboard and collaborate with colleagues to continually review strategies to improve student learning. Over time, teachers also need to review and analyse student progress data. They need to see and understand the impacts of their teaching in order to be able to continuously improve practice.
eLearning and Contemporary Teaching Strategies
As a BYOD school, Corinda uses technology to develop digital wisdom, through collaborative creation, risk-taking and the construction of deep understanding.
eLearning:
• recognises that learning is personalised, active and interactive • develops digital wisdom by using technology to access cognitive power and enhance student
capabilities • fosters students who are risk-takers, problem solvers and who have well-developed creative
and divergent thinking skills • integrates an innovative pedagogy based on collaborative creation and deep learning that
aligns with Corinda’s Elevating Deliberate Practice at Corinda.
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21st Century Skills and Technology Opening our classroom doors physically and virtually
Effective technology integration lends itself nicely to developing 21st Century skills and links directly to the concept of transformational thinking. When teachers use technology to enhance the learning experience, they are:
§ developing students’ ICT skills by normalising the use of technology
§ identifying opportunities for creative and critical thinking through content creation and problem-solving
§ providing opportunities to communicate in different digital fields
§ allowing for collaboration and teamwork through shared learning environments and group learning
§ developing students’ personal and social skills in a digital context
At Corinda, a range of classroom observations, mentoring and coaching processes operate to support professional practice and to help improve the quality of teaching and learning. To complement this, staff are encouraged to engage in classroom observations and feedback and classroom doors, both physically and virtually, to demonstrate how they are stretching their teaching and learning with the effective use of innovative technologies.
Scaffolded Teaching
Our whole school approach to teaching and learning ensures a cohesive response to diverse learning needs:
• Targeted – literacy and numeracy intervention • Individual curriculum plans • Increasing levels of adjustments • Monitoring of student learning – anecdotal and formative • Continuum of support: co-teaching, flying squad, individual, technical assisted resources • Teachers scaffold and differentiate instruction in response to data sets • Elevate deliberate practice using the instructional model. • Teachers purposely plan a variety of ways to engage and cater for individual learning needs,
eg tiered tasks, universal lesson design and flipping the classroom. • Checking for understanding and identifying gaps in student learning • Build on repertoire of teaching strategies to ensure improved student outcomes and
progress
Professional Support Available
The following support is available for staff: § eLearning Blackboard page which includes video tutorials, useful resources and
professional development resources. § Ongoing professional development through internal school-wide sessions each term,
faculty organised sessions and one-on-one development time with the HOD of eLearning. § A fortnightly Status Update is sent to all staff which includes professional development
opportunities, links to resources and the latest research in Innovative Technologies.
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Safe, Supportive, Connected & Inclusive Learning Environments
Positive Education
A whole school approach to classroom and behaviour management ensures consistency, recognition of difference, student well-being and development of student autonomy.
At Corinda it is expected that all members of the school community will actively participate in the creation of a supportive learning environment that encourages positive self-worth, personal responsibility and self-respect and which reflects a common set of rules to teach and promote our high standards:
• Courtesy Respect and Consideration ~ Appropriate Social Conduct • Cooperation Working Together ~ Sharing for Mutual Benefit • Commitment Engaging in an Agreement ~ A Promise
Our school has adopted Positive Education and communicates behavioural expectations as a form of positive behaviour – a strategy directed towards all students designed to prevent problem behaviour and provide a framework for responding to unacceptable behaviour. A set of behavioural expectations in specific settings has been developed to each of our three school rules. These expectations are communicated to students via a number of strategies, including:
• Positive engagement and flow • Mindfulness and wellbeing • Reinforcements of learning from behaviour lessons on School Assemblies and during active
supervision by staff during classroom and non-classroom activities. • Intrinsic motivation • Growth mindset • Positive emotions and positivity • Positive relationship and active constructive responding • Resilience • Character strengths
Our values – Attaining Personal Excellence and Stewardship are reflected throughout the processes in this strategy to improve student learning outcomes and to build foundations for all students to achieve success in their secondary education. An important aspect of this program is involving students, parents/carers, staff and community agencies as participants in the process of building success and positivity into students’ schooling and life. Our school vision, to “Exceed Your Expectations” underpins our rationale for supporting students in our school. It is our aim that we provide the building blocks for all students to achieve Personal Excellence.
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Figure 8 Corinda SHS 3 Cs
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Gifted and Talented
GIFTED & TALENTED EDUCATION @ Corinda
Objectives of Excellence Programs
Students: • 100% are achieving A or B results in
Achievement, effort and behaviour
• 80% of students are achieving an A
• Are challenged and engaged by innovative and
exciting learning environment
Staff: • Are skilled and passionate
• Complete application for Program of Excellence
Curriculum:
• Is unique to the excellence program
• Is linked to ACARA
• Has authentic and rich partnerships that value
add
Strategies
Differentiate the
PROCESS Differentiate the
ENVIRONMENT
Differentiate the
PRODUCT
Differentiate the
CONTENT
Differentiation
Whatever adjustments are made, they need to
reflect the ability of gifted and talented students
to:
• learn at faster rates
• find, solve and act on problems more readily
•manipulate abstract ideas and make connections
to an advanced degree.
Overall, adjustments should comprise elements of
any or all of the following:
• faster pace (acceleration, compacting)
• greater breadth (enrichment)
•more depth (extension).
(Australian Curriculum Version 8)
Accelerated Progression in the form of ICPs may
be appropriate.
Encourage pursuit of
student interests
Allow for imaginative
responses
Adjust tasks
more complex
more abstract
Variety of sources
Open-endedness
Negotiated tasks and
independent projects
Allow for innovative
responses Acceleration
Collaborative work with
students of same or
higher ability
Allow for rigorous
responses Curriculum compacting Group interaction
Flexible groupings
Tiered Tasks
Higher order thinking
Set own learning goals
Problem solving
Critical and creative
thinking
Self-reflection
Include organisation skills
Involve methods of
inquiry
Freedom of choice
Faster pace
Fewer repetitions
Involve:
Real world problems
Real world audiences
Real deadline Enrichment programs
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Differentiation
A whole school approach to support differentiation and student learning, uses curriculum provision
a continuum of support such as co-teaching caters for the learning needs of all the students.
Individual Curriculum Plans (ICPs) are developed to support SWD and gifted and talented students.
Teachers can differentiate through:
• Content - Differentiating what students are to learn or how the students will gain access to
the knowledge, understanding, and skills
• Process - Differentiating how a student comes to understand and assimilate facts, concepts
and skills
• Product - Differentiating expected outcome (product or performance), by affording students
various ways of demonstrating what they have learned from the lesson or unit
• Learning Environment - Differentiating the l
• earning environment to create a welcoming structured and supportive environment that
allows flexibility and access for all students.
Differentiation Tool
What to differentiate Content Process Product Environment
• Outcome • Complexity • Variety • Methods of inquiry • Choice • Organisation • Abstractness • Depth
• Communication • Interacting with new
knowledge • Deepening
understanding • Engaging students • Levels of cognition • Learning styles • Instructional model
• Learning goals • Complexity • Length • Timelines • Level of support • Learning styles • Formative
assessment • Expectations
• Relationships • Groupings • Classroom Routines • Rules and
Procedures • Learning space • Technology • Resources • Access
How to differentiate Content Process Product Environment
• Learning goals • Proficiency scales • Disability specific
adjustments • Tiered tasks • Quantity • Relevance • Pre-Assessments • Student data • Explanation • Questioning • Explicit links • Modes of delivery • Repetition /
Recapping • Vocab • Practice
• Learning goals • Proficiency scales • Disability specific
adjustments • Questioning • Tiered Activities • Blooms Taxonomy • Explicit teaching • Modelled, guided and
independent practice • Feedback • Scaffolding • Graphic Organisers • Checking for
understanding • Games • Student Choice • Pace • Visual Cues
• Disability specific adjustments
• Tiered tasks • Graduated task /
criteria sheets • Different modes of
assessment • Feedback • Resources • Technology • Scaffolding • Additional time • Breaks / rest period • Alternate venue • Additional personnel • Scribe / Note taker
• Disability specific adjustments
• Seating plans • Class rules • Visual reminders • Movement breaks • Proximity • Background noise • Lighting • Structure routine • Selective grouping • Preferential
buddying • SWPB
Figure 9 Differentiation Tool