phase 1 module 3 leading for 3-6 in your school nsw curriculum and learning innovation centre...

Phase 1 Module 3 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre

NSW Curriculum and Learning Innovation Centre

Leading FoR 3-6 differentiation


Acknowledgement of Country

We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.

We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.

We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.


Standards addressed at Professional Competence in this workshop include:

1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students.

6.2.1: Reflect critically on teaching and learning practice to enhance student learning outcomes.

6.2.3: Engage in professional development to extend and refine teaching and learning practices.

Professional Teaching Standards


Leading Focus on Reading 3-6 in your school program

Module 1

1 x 2hr

Between-module tasks

Module 4

1 x 2hr

Module 3

1 x 2hr

Module 2

1 x 2hr

Leadership FoR and of 3-6 literacy

learning

CultureFoR 3-6

comprehension

Leading FoR 3-6

differentiation

Leading FoR3-6 success


Making connections ...


During this session, you will:

develop an understanding that differentiated instruction is designed to maximise each student’s growth and individual success

develop an understanding of how school leaders can support differentiated instruction.

Moral purpose

professional learning

precision

personalisation


It’s really about commitment ...

Providing leadership for effective differentiated classrooms across schools and districts is really about the will to do what we know to do.

Tomlinson, C. & Demirsky Allan, S. (2006) Leadership for differentiating schools and classrooms, Association for Supervision and Curriculum Development, Alexandria, Virginia, p. 137.


No two children are alike.

No two children learn in an identical way.

An enriched environment for one student is not necessarily enriched for another.

In the classroom, we should teach children to think for themselves.

Brain research confirms what experienced teachers have always known:

Why differentiate?


Differentiated instruction, also called differentiation, is

a process through which teachers enhance learning by matching student characteristics to instruction and assessment.

Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students' needs (Hall, Strangman & Meyer,

2003).

Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.

Access Centre, 2004

What is differentiation?


increasingly proficient in understanding their students as individuals,

increasingly comfortable with the meaning and structure of the disciplines they teach

increasingly expert at teaching flexibility in order to match instruction to student need with the goal of maximising the potential of each learner in a given area.

Differentiated instruction is responsive instruction.

It occurs as teachers become:

(Carol Ann Tomlinson, 2003)

http://www.youtube.com/watch?v=mpy6rDnXNbs&feature=related

http://www.youtube.com/watch?v=mpy6rDnXNbs&feature=related


1. A differentiated classroom is flexible.

2. Differentiation of instruction stems from effective and ongoing assessment of learner needs.

3. Flexible grouping helps ensure student access to a wide variety of learning opportunities and working arrangements.

4. All students consistently work with ‘respectful’ activities and learning arrangements.

5. Students and teachers are collaborators in learning.

(Tomlinson & Allan, 2000)

Key principles that support differentiation


is a teacher’s response to a learner’s needs.

Guided by general principles of differentiation, such as

flexible grouping

ongoing assessment and

adjustment

respectful tasks

Differentiation of instruction


Flexible grouping is an instructional strategy where students are grouped together to receive appropriately challenging instruction.

True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content.

Grouping can be determined by ability, size and/or interest.

http://www.nagc.org/index.aspx?id=565 National Association for Gifted Children

Flexible grouping: A definitionTask

http://www.nagc.org/index.aspx?id=565


When I think of flexible grouping, I picture working with sandcastles

that the tide will wash away.

I think of ability-grouping as working with concrete to build permanent foundations

meant to withstand change.

Opitz, Michael (2005) Empowering the reader in every child: The case for flexible grouping when teaching reading


Flexible grouping

is the heart of

differentiated

instruction.

• grouping based on

formative assessment• short periods of time• targeted instructional

strategy• formative assessment

used to determine effectiveness

• groups will vary• fluid

• permanent• same instruction as

large group• tracking• extra work• repetitive worksheets• Round Robin reading• drill, drill, drill.

What is it? What is it not?

Flexible grouping

Heacox, Diane (2001) Differentiating instruction in the regular classroom


“… quality literacy teaching involves a continuous cycle of assessing, teaching and learning.”


Teachers can differentiate:

content process product learning environment

according to students’

readiness interests learning profile

through a range of instructional and management strategies.


Ways to differentiate according to

readiness interests learning profile


Each time you provide a student with extra help,

more time or a modified assignment, you’re differentiating

instruction. All good teachers, whether they

realise it or not, differentiate to some degree.

(Diane Heacox, 2001)

It’s not new


The ‘What’ and ‘How’ of differentiation

Leaders for responsive, personalised or differentiated classrooms focus much of their professional energy on two fronts:

what it means to teach individual learners effectively

AND

how to extend the number of classrooms in which that sort of teaching becomes the norm.


THE WHAT high-level, idea-based instruction using key skills to

understand and apply the ideas employing key principles of differentiation:- flexible grouping- respectful activities

- ongoing assessment and adjustment modifying content, process and product based on student

readiness, interest and learning profile using a range of

student-centred, meaning-making instructional strategies coaching for individual growth with the goal of moving

each student as far and fast as possible assessing student growth at least in significant measure

according to personal growth.

THE HOW clarity of purpose and vision systemic efforts generalist/specialist partnerships for classroom application time and support for collaboration structured lesson (curriculum) planning and instructional

evaluation focused staff development with plans for transfer incentives for classroom application aligned and focused policies and initiatives coherent leadership integration with professional growth and accountability formative and summative evaluation of efforts and use of

findings involvement of parents in understanding and contributing

to assessment of change persistence over time.

Tomlinson, C. & Demirsky Allan, S. (2006) Leadership for differentiating schools and classrooms, Alexandria, VA: Association for Supervision and Curriculum Development, p. 134.

Balancing the equation to make differentiation work


Essential principles to guide change for Differentiation

1. Change is imperative in today’s classrooms.

2. The focus of schools’ change must be classroom practice.

3. For schools to become what they ought to be, we need systemic

change.

4. Change is difficult, slow and uncertain.

5. Systemic change requires both leadership and administration.

6. To change schools, we must change the culture of schools.

7. What leaders do speaks with greater force than what they say.

8. Change efforts need to link with a wider world.

9. Leaders for change have a results-based orientation.

(Tomlinson and Allan, 2006, p. 34)


2.Basis in theory and research

1.Understanding differentiated instruction

3. What leaders for differentiation need to know

4. Establishing conditions to initiate systemic change

5. Practical strategies for implementing a differentiation growth plan

8. Communicating with parents and the public 6. Staff development that

supports differentiation 7. Continuation of systemic growth toward differentiation

9. A case study of change in process

10. Planning for the ‘what’ and ’how’ of differentiation

Leadership for differentiating schools and classroomsby Carol Ann Tomlinson and Susan Demirsky Allan


Leadership FoR 3-6 differentiation

PHASE 1:Modelled guided and independent teaching =

Releasing control

Explicit teaching of Comprehension meta-cognitive strategies

Differentiating content, product, process and learning environment

Scaffolding

Fluid and flexible groupings

Provide recognition for teacher efforts and growth.


Task

Consider key principles of and strategies for differentiated instruction

Use the mind map to prioritise ways toDifferentiate instruction in classrooms.


Reflection

Consider how the concept of differentiation connects with the ‘Triple P’ model. Record your thoughts.


Access Center (2004).Differentiated instruction for reading, Washington, D.C.

Hammond, J. & Gibbons, P. (2001) What is scaffolding? Scaffolding: teaching and learning in language and literacy education, Primary English Teaching Association (PETA), Sydney.

Heacox, Diane (2001) Differentiating instruction in the regular classroom, Freespirit Publishing Inc, Minneapolis, Minnesota.

Opitz, M. (2005) ‘Empowering the reader in every child: The case for flexible grouping when teaching reading’, Instructor, Volume 108, Issues 1-6, Scholastic, Inc., Original from the University of Virginia.

Tomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners, Association for Supervision and Curriculum Development, Alexandria, Virginia, USA.

Bibliography


Tomlinson, C. A. (2001) How to differentiate instruction in mixed ability classrooms, Association for Supervision and Curriculum Development, Alexandria, Virginia, USA.

Tomlinson, C. A. (2003) Fulfilling the promise of the differentiated classroom, Association for Supervision and Curriculum Development, Alexandria, Virginia, USA.

Tomlinson, C. A. & Allan, S.D. (2006) Leadership for differentiating schools & classrooms, Association for Supervision and Curriculum Development, Alexandria, Virginia, USA.

Bibliography (cont’d)

phase 1 module 3 leading for 3-6 in your school nsw curriculum and learning innovation centre...

Documents

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