Implementation of NSS Curriculum :

Diversified Learning &Stretching Potentials

Ethics and Religious Studies

Polly & the PopcornPolly & the Popcorn

Quality CurriculumDifferentiated Instruction

• What we teach (content) What we teach (content)

• Whom we teach (students)Whom we teach (students)

• How we teach (Instruction)How we teach (Instruction)

DI

The big ‘Verb’

• Know

• Identify

• Recognise

• Apply

• Explain

• UnderstandYou really understand when you can:– explain– interpret– apply & adapt– see from

different perspectives

– show empathy– reveal self-

understanding

Responsive Teaching:Managing Curriculum and Learner Diversity

• Planning for Content and Students• Students need to learn disciplinary knowledge,

make meaning of information and think at a high levels

• Students need to learn the ‘basics’ and apply them in respectful and meaningful ways

• Students need to have a balance between self-construction of meaning and teacher guidance

• Students need to know the learning goals of a lesson and criteria for successful demonstrating proficiency with the goals

Instruction in an one-fit-all setting

• How do I give directions for tasks?

• How will I know what students understand and can do?

• How do I keep their interest?

• How do we transit from one part of the lesson to the next?

• How do I distribute resource materials?

• We think, learn and create in different ways.• Development of our potential is affected by the match

between what we learn and how we learn with our particular intelligences

How we share in common makes us human. How we differ makes us individuals.

Overview of D. I.

Differentiated InstructionDifferentiated InstructionWhat is it? And isn’t?What is it? And isn’t?

Is not• Individualized Instruction• Chaotic: market place vs

supermarket• Another way to provide a

few homogeneous groups

Is• Proactively planned• Qualitative• Rooted in assessment• Multiple approaches to

content, process and product

• Student centered• A blend of whole-class,

group, and individual instruction

General Principles of Differentiation

• All students participate in Respectful Task

which offers all students (struggled or advanced) tasks that are equally interesting, equally important and equally engaging

• Flexibility: flexible grouping; use materials flexibly and employ flexible pacing

• On going assessment and adjustment: to meet students’ needs

Differentiation Is a teacher’s response to learner’s

needsShaped by mindset & guided by general principles of

differentiation

Respectful tasks

Flexible grouping

Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…

Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Quality Curriculum

Bldg. Community

Interest Learning Profile

Teachers modifies Content, Process and Products

• Content: what students going to learn and the materials used (knowledge & theory)

• Process: designed activities to delivery the essential learning elements and skills

• Products: vehicles which students used to demonstrate what they have learnt

According to students diversity in……

• Readiness: a student’s entry point relative to a particular understanding and skills(struggled and advanced learners)

• Interest: a student’s affinity, curiosity or passion for a particular topic or skills

• Learning style: refers to how people learn, may shape by intelligence preferences, gender, culture…

What’s the point of differentiating in these different

ways?

Readiness

Growth and

Proper Challenge

InterestLearning Style

Motivation Efficiency

15

Differents in terms of…

Skills

Concepts

READINESS INTEREST LEARNINGSTYLE

ContentKnowledge

• Interest Surveys• Interest Centers• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

Elements of Differentiation

ContentContent ProcessProcess ProductProduct

ReadinessReadiness

InterestInterest

LearningLearning

StyleStyle

Instruction in an one-fit-all setting

• How do I give directions for tasks?

• How will I know what students understand and can do?

• How do I keep their interest?

• How do we transition from one part of the lesson to the next?

• How do I distribute resource materials?Rethinking the Classroom Instruction

What Strategies can be Used for Designing Purposeful Instruction?

• Learning StyleMultiple Intelligences– Sternberg Triarchic– Modality

• Readiness– Tiered– Compacting– Scaffolding

• Other Ideas– Think Dots / Cubing– RAFT– Contracts– Jigsaw– Centers– Complex Instruction– Note taking Strategies– Novelty ideas

Curriculum Instruction Assessment

for

understanding transfer

personal relevance

for for

individual fit

in response to

readiness interests

learning profile

evidence

feedback

informing instruction

engagement &

meaning making

reflection

Curriculum and DI Connections

Reflective Questions• How can we differentiate approaches to curriculum

planning and implementation for the classroom while assuring that all students learn and gain more in-depth understanding?

• How can I truly understand my students as learners, and interpret their learning needs?

• How can we get the evidence we need while allowing students to work to their strengths

• How do we develop lessons and activities that lead to acquisition of knowledge and skill, understanding and transfer while catering the diversities in learners?

Thank You