Department of Education Differentiated Instruction Excellence and equity for all

Department of Education

Differentiated Instruction

• Excellence and equity for all


Know Understand Do• Know the general principles of

differentiation• Understand that differentiation is

a teacher’s response to learner’s needs, guided by a mindset and general principles

• Implement high quality teaching practices which utilise the strategies of differentiation


Learning Goals

• Connect to what you know already about differentiation

• Extend your knowledge and understanding

• Challenge you to change some aspect of practice in relation to differentiation

Differentiation: Why it matters

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilitiesGraduate Demonstrate knowledge and understanding of strategies for

differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Proficient Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities

Highly accomplished

Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

Lead Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.

Practices of highly effective schools and school leaders

Strategic plan- equity and excellence

Differentiation is the bridge between students and the curriculum


Surfacing current beliefs and understandings

Surfacing assumptions: 1. Fold your paper into 4 squares2. Write one thing you currently understand

about differentiation in each quadrant3. Walk, and share top left statement with

someone when you hear the buzzer – one minute each

4. Continue this until all 4 statements shared


Drawing the threads together

1. Return to your table group2. Think - one thing that you heard

that resonated for you, and one that challenged your thinking

3. Write them down4. Share with the group






Reflecting on and sharing your learning

• Select 3 key words and a phrase which convey the key messages

• Write them on the cards provided• Blu-tac under headings - Scenario

1, 2, 3


http://exploredifferentiation.wikispaces.com/Scenarios





DI and the AC

• In pairs or school teams, choose a learning area and year level and select a work sample from the portfolios.

• Discuss how differentiation could be built in with respect to content, process and/or product

• Share what you chose to change, and what learning needs you chose to focus on.


DI and the AC101: Assignment

• For the second session, bring a lesson/learning sequence which demonstrates your application of some of the principles of differentiated instruction, for sharing with your colleagues.


Reflecting on your learning

• Remote control thinking tool – please bring this with you to session 2

We look forward to seeing you all again on

Fri 27th July 1.30 – 3.30pm


References• Fogarty, R.J. & Pete, B.M. 2005 How

to Differentiate Learning Corwin • Fogarty, R.J. & Pete, B.M. 2005

Differentiated Learning, Hawker Brownlow

• Fogarty, R.J. & Pete, B.M. 2011,Supporting Differentiated Instruction

• Sousa D.A & Tomlinson C.A. 2011 Differentiation and the Brain Solution Tree Press

Documents

Department of Education Differentiated Instruction Excellence and equity for all