Department of EducationProfessional Learning Institute

GOOD TEACHING

Differentiated Classroom PracticeLearning for All

Module 1

Module 1 – Learning goals Teachers will:

1.Understand that they have a responsibility to provide challenging and engaging learning opportunities for all students.

2.Know their students’ backgrounds, interests, strengths, challenges and learning profile.

3.Plan personalised starting points for learning.

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Student Learning Goals Students will:

• Demonstrate increased engagement

• Demonstrate increased level of performance

• Become self-regulated learners

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Department of EducationProfessional Learning Institute

Module 1

Section1: What is differentiation?

Section 2: Knowing your studentsSection 3: Pre-assessment

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• Understand the rationale for differentiation

• Broaden our knowledge of differentiated classroom practice

• Develop a shared meaning of differentiation

Section 1 – Learning intentions

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Before we begin

• Describe your current understanding of differentiation

• Describe some ways you differentiate to meet the needs of your students

Share with 2 others at your table

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Links to DoE priorities

Turn to pages 3 and 4

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Tuning in

• In this section we hear from an expert and explore some of the research about differentiation.

• We discuss their points of view and see how this fits with/challenges our thinking.

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Learning process

Engaging with the research

Option 1View both Carol Ann Tomlinson videos: • What is differentiated instruction?• A rationale for differentiation in today’s schools• Video clips – http://www.diffcentral.com/Video_Clips.html

Option 2 Read one article:• The Rationale for Differentiated Instruction in

Mixed-Ability Classrooms• Deciding to Teach Them All

Record your key points on Worksheet 2 – Part A

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Department of EducationProfessional Learning Institute

• Form a group so that all the research is covered

• Share back key points from the videos and articles

• Record key points on Worksheet 2 – Part B

Sharing the research

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Read pages 5 and 6

Group discussion:

• How do the key messages connect with the research?

• How do the key messages and research make you think differently about differentiation?

Use Worksheet 2 – Part C to record your discussion

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DoE key messages

How are we doing?

Read Domain 7 – page 14Individually rate your own practice= doing well* = area for focusRead page 15.As a group consider:• How you would rate your school?• What could be the focus for next

steps?

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Summary of learning‘Differentiation includes…’

What are two key ideas about differentiation that stand

out for you at this stage?

• Share with a partner• Square your pair (group of four)• Whole group share back

‘Our school believes differentiation is …’

• Complete the statement as a whole group

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Commitment to action

Before the next section, we will reflect on our new understanding and definition of differentiation.

Record on Worksheet 3 – I used to think … Now I think …

We will share this reflection next time.

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Where to next?

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Section 2 of Module 1 focuses on knowing your students as an important aspect of differentiated classroom practice.