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: info@corindashs.eq.edu.au 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

2

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

3

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

5

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