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Curriculum Differentiation:. The Maker Model. What is a Differentiated Curriculum?. A Differentiated Curriculum is like a game of “Boot – Bot” soccer. What is a Differentiated Curriculum?.

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what is a differentiated curriculum
What is a Differentiated Curriculum?

A Differentiated Curriculum is like a game of “Boot – Bot” soccer.

what is a differentiated curriculum3
What is a Differentiated Curriculum?

Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom.

(Tracey Riley, 2006)

big questions
Big Questions????

What are the conditions for ICT to be of value in the teaching and learning process of all / gifted students?

big questions5
Big Questions????

How do we play with the idea that ICT is a potentially powerful tool for introducing cognitive challenge through explorations of new ways to manipulate information, enhance deep thinking, and facilitate connections between like-minded students?

the maker model
The Maker Model

June Maker - 1982

Differentiation requires modification of four primary areas of curriculum development:

  • Content
  • Process
  • Product
  • Learning Environment
differentiating content
Differentiating Content

Remove the ceiling on what is learned, and use the student’s abilities to build a richer, more diverse and efficiently organised knowledge base.

differentiating content9
Differentiating Content

Concepts or Big Ideas

More complex – different access to content using a range of ICT toolsjust in time………

More varied, abstract, complex

Organised differently

differentiating content10
Differentiating Content

Needs to be taught at a faster pace with less repetition and possibly from a different starting point. Curriculum Compacting.

differentiating content11
Differentiating Content

Content goals should include outcomes adapted or changed to suit the established knowledge base of the student/s.

differentiating process
Differentiating Process

Process is the way in which the content is presented to students:

  • Questions
  • Learning activities

Process can be differentiated by:

  • Modifying the level of thinking (ie. Bloom’s taxonomy)
  • Changing the pace
  • Changing the approach
differentiating process13
Differentiating Process

Processing skills help students manipulate knowledge in meaningful ways.

Research has shown that gifted students benefit significantly from higher order thinking training – Habits of Mind.

differentiating process14
Differentiating Process

Careful preparation of questions is essential.

Adopt a thinking model eg, deBono’s Six Hats, Habits of Mind and use repeatedly to allow students to internalise it.

product
Product

Product is:

  • What the students produce
  • NOT a summation of content

Should involve:

  • Higher-level reasoning skills

Analysing

Evaluating

Creating

differentiating product
Differentiating Product

Gifted students require high but specific expectations and depth with product:

  • Real world problems and products
  • A real audience
  • Realistic corrective feedback/feed forward
differentiating product17
Differentiating Product

Variety of production requirements and alternatives.

Open-ended product alternatives that encourage creative responses.

A reason for sharing.

learning environment
Learning Environment

Changes should also be made to the learning environment if successful modifications are to be made to the content, process and product of curriculum.

learning environment19
Learning Environment

Group able children together part of the time so they have the freedom to work at their own level (without modification).

learning environment20
Learning Environment

Students should be given authentic

projects- inside and outside classroom

with real audiences and ADDED VALUE.NZ Research Jeanette Christensen

learning environment21
Learning Environment

They should be provided with a structured learning environment with open-ended tasks.

Research shows that ability grouping for specific instruction is effective for all students including gifted students but only if the curriculum has been differentiated.

it should be challenging
It should be challenging!

Children should be introduced to materials and activities which would be beyond the capabilities of their age-peers of average ability.

big questions23
Big Questions???

Teachers should ask:

  • Would all students want to be involved in such ICT learning experiences?
  • Could all students participate in suchICT learning experiences?
the nz curriculum
The NZ Curriculum

An exciting time……..

Key Competencies – Thinking

Learning Areas – Future Focus

sustainability, citizenship, enterprise and

globalistaion

why differentiate
Why Differentiate?

All students should be given an opportunity to develop to their full potential.

Relevant ICT tasks, infused with thinking strategies based on authentic inquiry based learning.

online resources
Online resources
  • Differentiating Instruction www.ascd.org/pdi/demo/diffinstr/differentiated1.html (accessed 1 April 2004)
  • Elements Integrated into Curricula http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/elements.html (accessed 1 April 2004)
  • Partners in Enrichment: Preparing teachers for multiple classrooms www.cec.sped.org/bk/martec.html (accessed 1 April 2004)
  • Selected ERIC Abstracts on Differentiated Instructionhttp://www.ascd.org/educationnews/eric/differinstructionabs.html (accessed 1 April 2004)