Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Lisa Berrington 2154308Curriculum (Learning) Area of Lesson or Learning Task: EnglishSpecific Topic of Lesson or Learning Task: Learning MenuYear Level/s: 4, 5 & 6

Differentiation ChoicesMark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated: Learning Menu or Agenda Choice Board RAFT Summative Assessment Task for Unit of Work Lesson with Specific Adjustments for Students with Special Needs Series of Tasks for Learning Centres or Stations Learning Task or Lesson with Innovative Use of Technology to Support

Differentiation

2. My lesson or learning task is differentiated to address differences in student: Readiness Interest Learning profile preferences

Context

This learning menu is a six-week English unit that focuses on procedural writing. The menu presents students with opportunities to practice, apply and extend their knowledge, understandings and skills to the learning tasks focused on procedural writing. The learning menu will guide students through the English unit. The main dishes will be addressed to students’ readiness levels whilst the entrees and desserts will allow them to select a variety of learning tasks based on interest as well as their learning profile preferences.

The introductory lessons of the English unit seek to explicitly teach students the knowledge they will further develop and apply throughout the tasks in the learning menu, developing, consolidating and applying these understanding, skills and areas of knowledge.

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The main dishes will be completed in chronological order as whole class activities – these are fixed tasks differentiated to student’s readiness. Even though students are not given choice with regards to the main dishes, they are in other aspects of the learning menu that will be selected based on their personal interests as well as learning profiles/preferences. This is effectively catered to due to the amount of choice within the entrees and desserts. In addition to this, is if students complete their work earlier than others they will always have something to continue on with that is related to the learning intention.

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Learning Intentions

Achievement Standards (ACARA, n.d.)EnglishYear 4Receptive: By the end of Year 4, students understand that texts have different text structures depending on purpose and context. Productive: Students use language features to create coherence and add detail to their texts. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Year 5Receptive: By the end of Year 5, students explain how text structures assist in understanding the text.Productive: Students use language features to show how ideas can be extended. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Year 6Receptive: By the end of Year 6, students understand how the use of text structures can achieve particular effects.Productive: Students understand how language features and language patterns can be used for emphasis. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

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As a result of engaging with the differentiated lesson or task, students will:

understand that (Tomlinson, 2014)

Students will understand that there are many elements in procedural writing and its purpose in everyday life

Know (Tomlinson, 2014)

Students will know the purpose and structure of procedural writing Students will know where procedural writing can be found in real life contexts Students will know the different language features in procedural texts (verbs,

adverbs, circumstances, transition words) Students will know how to give explicit step by step instructions Students will know how to use iMovie effectively

Be able to (do) (Tomlinson, 2014)

Students will be able to write a correctly sequenced procedural text Students will be able to identify where procedures are seen in everyday life Students will be able to edit their work and include a vast range of vocabulary Students will be able to provide explicit instruction within their procedures Students will be able to safely handle cooking appliances and food to construct an

iMovie

Essential Questions (Wiggins & McTighe, 2011)

What are some things you do that can only be done a certain way? Why is this?

Where can procedures be found in everyday contexts?

How can a procedure be identified?

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Learning Task

Learning Menu Page 1

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Learning Menu Page 2

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Explanation:

The learning menu has been structured like restaurant menu and consists of main courses, entrees and desserts. Each course has been designed to build on the previous course. The main course addresses student’s readiness levels and the entrees and desserts provide interest-based and learning profile-based options for students. Specific core learning tasks in the main dishes must be completed by all students, whist other courses offer choices that complement the core learning task. It has been designed to engage students and to allow them to feel as though they are in control of their own learning.

The main course contains the core learning tasks that all students must complete in order to attain the learning intentions (appendix 2). Students have all engaged in tasks similar to these previously and it has been differentiated to address readiness. Readiness is the distance between what that individual currently knows, understands and can do, and what the task requires (Jarvis, 2013). It changes over time and requires teachers to continue checking in. Readiness can also be affected by external factors (e.g. stress, home-life) therefore it is important to pre-determine a student’s readiness before each individual task (not just once of) (Doubet & Hockett, 2017; Sousa & Tomlinson, 2011). With this in mind, a pre-assessment task will be given (appendix 1) to establish students readiness levels with regards to procedural writing before they commence the unit and learning menu (Tomlinson, 2001; William, 2011). Once this has been established students will be allocated groups (appendix 2) to effectively cater to their learning needs so they are working at their zone of proximal development. This is not a fixed group and will be reassessed each lesson (Doubet & Hockett, 2017; Sousa & Tomlinson, 2011).

The entrée and dessert menus have engaging tasks that relate to the main learning intentions and address students interests and learning profiles. Sousa & Tomlinson (2011) have identified that when important content is attached to students interests and learning profiles a bridge is built between the student and critical knowledge, understanding and skills. Therefore, it is important to build relationships with students to ensure you can effectively address this (Tomlinson & McTighe, 2006). Through asking my placement class to complete a ‘Tell Me About You’ activity sheet, I was able to build the learning menu based on their interests and learning profiles (Sousa & Tomlinson, 2011). For example, students stated that they were interested in cooking, playing video games and arts as well as that they learnt best when they had options to work both individually and in groups. Therefore, these tasks have been designed to effectively engage the attention, curiosity and involvement of each student (Tomlinson & Imbeau, 2010). This will also assist students in making meaningful connections and bringing more background knowledge, increasing student’s capacity to engage in higher order thinking resulting in an increase in

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comprehension, thinking and problem-solving skills (Jarvis, 2013; 2015; Nelson, 2001; Tomlinson, 2003).

In addition to this, is that through giving students choice to select how they present various procedures or procedure related tasks, learning is enhanced, and teachers will discover various student’s strengths, cultural contexts, questions and sense of need and personal experiences (Tomlinson & Imbeau, 2010). Within the entrée and dessert menus students will be able to make their choice based on interests and learning profiles assisted through task cards with instruction (appendix 3). Students will be able to look through the tasks cards before they make their choices as to which they will be completing. As students will be referring to a procedure there will be procedure structure posters around the classroom (appendix 6) to assist meaning and understanding.

In the entrée and dessert menu choices students are asked to select a specific amount or more. If students complete their work early, or have additional time, they are given the opportunity to select further learning tasks to enhance their learning and understanding. This is based on a point system, whereby students gain one point for every learning task completed. There is no reward stated for this, instead a personal learning goal to gain as many points as possible to enhance their own learning promoting a growth mindset.

Finally, when students complete a task from the learning menu they will complete a two stars and a wish or ticket exit cards (appendix 5). This is known as formal assessment and provides the teacher with the student’s understanding and feedback on a specific learning task in an effective manner (Tomlinson & Moon, 2013). On the two stars and a wish exit card students will write two stars for two things they learnt or liked about the learning menu task and one wish for something they do not understand, could not achieve or they did not like about it. On the ticket exit card students will identify with a smiling face, straight face or sad face how they are feeling with regards to the learning menu task with a comment to support their emotion. Teachers will need to ensure they reflect back to the students based on their exit card to assist with any misunderstanding or clarification needed as well as positive feedback on their learning task. This will also assist in student teacher relationships (Tomlinson & McTighe, 2006).

References

ACARA (n.d.). English Curriculum V8. Retrieved 31 March 2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/english

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Doubet, K. J., & Hockett, J. A. (2017). Differentiating according to student readiness. Chapter 6 in Differentiation in the elementary grades: Strategies to engage and equip all learners (pp. 199-250). Alexandria, Virginia; ASCD.

Jarvis, J.M. (2013). Differentiating learning experiences for diverse students. In P. Hudson (Ed.), Learning to teach primary school (pp. 52-70). Port Melbourne, Victoria: Cambridge University Press.

Jarvis, J.M. (2015). Inclusive classrooms and differentiation, in Weatherby-Fell. Noelene (ed.), Learning to teach in the secondary school, Cambridge University Press, Cambridge, pp. 154.172.

Nelson, G. (2001). Choosing content that’s worth knowing. Educational Leadership, 59, 12-16. Choosing content that's worth knowing

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student readiness. In Differentiation and the brain: How neuroscience supports the learner-friendly classroom (pp. 85-108). Bloomington, IN: Solution Tree Press Inc.

Teachers Pay Teachers (n.d.). Retrieved on 2 April 2018 from https://www.teacherspayteachers.com.

Tomlinson, & J. McTighe (2006). Integrating differentiated instruction & understanding by design (pp.59-82). Heatherton, Vic.; Hawker Brownlow Education.

Tomlinson, C. A. (2001). The how to's of planning lessons differentiated by readiness. In C. A. Tomlinson, How to differentiate instruction in mixed ability classrooms (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.

Tomlinson, C. A. (2014). Good curriculum as a basis for differentiation. Chapter 5 in The differentiated classroom: Responding to the needs of all learners (2nd ed., pp. 60-79). Alexandria, Virginia; ASCD.

Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11.

Tomlinson, C.A. & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. Alexandria, VA: ASCD

Tomlinson, C.A. & Moon, T.R. (2013). Assessment, grading and differentiation. In Tomlinson, Carol A & Moon, Tonya, R, Assessment and student success in a differentiated classroom, ASCD, Alexandria, Va., pp 120-140.

Wiggins, G., & McTighe, J. (2011). Essential questions and understandings. In G. Wiggins, & J.  McTighe, The Understanding by Design guide to creating high-quality units (pp. 70-88). Alexandria, Virginia; ASCD.

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Appendix 1

Readiness pre-assessment task

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Appendix 2

Main dishes differentiation outline

Group 1 (lowest tier)Must complete all the main dishes (core learning tasks)

Procedure structure and purpose poster Pic collages How to recipe book procedures

- For the above three tasks, students will work in a small group with a BSSO to assist with meaning and understanding

- The BSSO with model how to make the poster and explain to students in their first language

iMovie cooking procedure- Students will work in pairs with a BSSO to assist with meaning and

understanding- They will be required to show what are they making using simple oral language

ie. Butter on bread

Group 2 (middle tier)Must complete all the main dishes (core learning tasks)

Procedure structure and purpose poster Pic collages How to recipe book procedures

- For the above three tasks, students will work individually or in pairs to assist with meaning and understanding.

- There will be teacher help as required iMovie cooking procedure

- Students will work in pairs to make an iMovie of a cooking procedure- They will aim to use explicit oral language during their presentation ie. Spread

the butter on the bread with a knife

Group 3 (highest tier)Must complete all the main dishes (core learning tasks)

Procedure structure and purpose poster Pic collages How to recipe book procedures

- For the above tasks students will work individually with little/no teacher or peer assistance

- They will include depth information iMovie cooking procedure

- Students will work in pairs to make an iMovie of a cooking procedure- They will use explicit oral language during their presentation ie. Spread a small

amount of butter onto two slices of bread with a knife

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Procedure structure and purpose poster brief lesson notes example Introduce students to a poster Students will be making posters with the purpose and structure of procedural texts

identified (formative assessment) They can use the word wall to assist them in successfully completing the task. Explain what makes a good poster: basic background so the procedural information

stands out, neat writing and correct spelling/grammar. Make a demonstration poster on the smart board using student input to engage

class (ie. Incorporate the colours and styles they suggest) Once a basic incomplete poster has been constructed for demonstration, the class

can begin their own. These will be displayed in the class after completion to assist students throughout

the unit. To conclude the lesson students will hand up their posters. Place the completed

ones with their names on in one pile and the others in another pile. If they have completed they can tick this off of their learning menu.

Pic collages brief lesson notes example Whilst students are still seated in front of the smart board I will demonstrate how to

make a pic collage (students are already aware but as they have been on holidays I will provide a refresher). Students will contribute to this as a class and a pic collage will be demonstrated with the structure and purpose of procedural texts on there (formative assessment).

Tips: don’t make a complete pic collage, do one example of how to add an image and text and allow students to make their own. State that next to ingredients students could include a photo of ingredients etc.

Hand out iPads in number order and allow students to begin their pic collage in their preferred seating arrangement for this lesson.

Once completed and a teacher or BSSO has checked students can upload to seesaw. Place seesaw instructions on the board to assist student’s memory. Students will mark this off of their learning menu once completed.

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How to recipe book procedures brief lesson notes example Students will make a jam sandwich, fruit kebab, pizza and milkshake on separate

occasions They will write a procedure for each of these with explicit instruction They will get their procedure checked by a teacher and write the checked procedure

in recipe book (picture/template below) (formative assessment) Once completed they can tick this off their learning menu

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iMovie cooking procedure brief lesson notes example iMovie: Discuss how to use and allow students time to use Students in pairs will produce an iMovie of a cooking procedure they have

previously made within the term. One student will make theirs today, the other next week. (summative assessment) Students will follow their story board outline that they completed in a previous

lesson Once completed the student that was being filmed will mark this off their learning

menu This will be a summative assessment marked on a rubric (as seen below)

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Appendix 3

Task cards (10)

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Vague and Specific Drawing Answer Sheet (Teachers Pay Teachers, n.d.)

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Appendix 5

Exit cards

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Appendix 6

Procedure Structure Poster information (Teachers Pay Teachers, n.d.)

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