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#TLT14 Tweaking your differentiation to ensure all learners are challenged. Debbie and Mel @TeacherTweaks

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Page 1: Teacher tweaks #tlt14 presentation

#TLT14

Tweaking your differentiation to ensure all learners are challenged.

Debbie and Mel @TeacherTweaks

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Books that have changed the way we think

Reading without reflecting is like eating without digesting.Edmund Burke

No matter how busy you may think you are, you must find time for reading, or surrender yourself to self-chosen ignorance.Confucius

Debbie and Mel @TeacherTweaks

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Key ideas about ensuring all learners are challenged in An Ethic of Excellence

Producing a piece of excellent work changes the way students feel about what they can do.

Having a detailed understanding of what constitutes an excellent piece of work helps students to do it themselves.

Creating a culture of critique where students actively seek out kind, specific and helpful feedback from their peers increases students’ chances of producing excellent work.

Raising expectations of what students are able to achieve enables students to develop an internal model of quality that they carry around with them around school.

Debbie and Mel @TeacherTweaks

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Key ideas about ensuring all learners are challenged in Mindset

Ability is not fixed and students will achieve more if they have a growth mindset, making the connection between effort and outcome.

If you believe you can improve through sustained effort, you will be more open to engaging in deliberate practice and will place great value on feedback.

Students should be taught to embrace challenging work and persist when they find it tough because only doing work that they find easy means they will not become better learners.

Debbie and Mel @TeacherTweaks

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Key ideas about ensuring all learners are challenged in The Hidden Lives of Learners

The underlying process of learning is essentially the same for all students, meaning low ability students can learn in the same way as high ability students; the differences creep in because of students’ prior knowledge, motivation and individual experiences.

Learning is multilayered; a student experiences new learning through the public world where tasks are managed by the teacher, the semi-private interactions between peers and the private world of the individual student. How they make sense of these three worlds impacts on how much they learn. Low ability students are just as capable of learning new ideas/concepts.

Students need to experience at least three different sets of complete information about a new idea/concept before it becomes embedded in their memory so we need to give them opportunities to revisit these ideas/concepts.

Students remember how they learnt something just as much as the content of what they learnt so task design is crucial and should encourage students to think about what helps them learn.

Debbie and Mel @TeacherTweaks

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Key ideas about ensuring all learners are challenged in Make It Stick

Learning that is difficult and requires more effort will last longer than learning that is easy and quick to grasp because our memories are having to work harder in the former.

Repeated retrieval practice (through quizzes and testing) is a better strategy than rereading or cramming because it strengthens students’ ability to retrieve what is in our stored memory.

Trying to solve a problem before being taught properly how to do it leads to better learning, even when mistakes are made in the attempt (as long as they are corrected).

The more a student can explain in detail what they have learnt and how this connects to what they already know, the better chance they have of remembering it much later on.

Debbie and Mel @TeacherTweaks

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Differentiation Dweck style: We can all improve, so embrace challenges

Debbie and Mel @TeacherTweaks

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PANIC ZONETi

red

Tense

Stresse

d

Exhausted

Fed up

Annoyed

Frus

trat

ed

DisinclinedAnxious

STRETCH ZONEAnticipatingExhilarated

Alive

Challenged Expectan

t

Excit

edW

illin

g to

risk

COMFORT ZONE

Safe

LifelessSecure

StableBored

Comfortable

Unchallenged

Easy

• Which zone do you spend most time in during lessons?

• In which zone would you learn the most?

Fearful

(Adapted from Senninger http://social-pedagogy.co.uk/concepts_lzm.htm)Debbie and Mel @TeacherTweaks

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Comfort Zone:

• ‘How do you know your work is excellent?’• Silent feedback (Post it from @fullonlearning)• Replace the words that have been circled with

better ones• ABC peer assess with a partner (Alex Quigley

@HuntingEnglish)• New challenge (plenary prefect –

@shaun_allison)• Do the hot or scorching task• Rewrite this for a different audience

Debbie and Mel @TeacherTweaks

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Panic Zone:

• ‘This is a challenging task, I’m going to leave you to it and come back in 5 minutes’

• Ask your group or visit an expert in the class• Read the exemplar answer on a similar area• Read what someone else has written so far• Use the sentence starters/question prompt

sheet

Debbie and Mel @TeacherTweaks

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I’m doing fine/I’m stuck silent work cards

Double-sided laminated cards. We

use them during silent individual work so it’s

a quiet way for students to show us

they’re ok and want to get on with the task

(green) or they need a bit of help to make

progress with the task (red).

Debbie and Mel @TeacherTweaks

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Changing my language:

• ‘Yet’• You’re finding this particular part tricky, so

you have to work hard and practise• First Attempt in Learning (FAIL)• Difficulties opportunities• Effort praised

(More excellent advice on building a Growth Mindset culture at johntomsett.com)

Debbie and Mel @TeacherTweaks

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Questioning

No opt out

Right is right

Stretch it

Debbie and Mel @TeacherTweaks

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‘Once you learn to quit, it becomes a habit.’ (Vince Lombardi Jr.)

‘Never confuse a single defeat as a final defeat.’ (F. Scot Fitzgerald)

‘It always seems impossible until it’s done.’ (Nelson Mandela)

‘All of old. Nothing else ever. Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.’ (Samuel Beckett) ‘I’ve missed over 9000 shots in

my career. I’ve lost almost 300 games. Twenty-six times I’ve been trusted to take the game-winning shot ……and missed. I’ve failed over and over and over again in my life. And that is why I succeed.’ (Michael Jordan)

‘Bad times have a scientific value. These are occasions a good learner would not miss’. (Ralph Waldo Emerson)

‘Only those who dare to fail greatly can ever achieve greatly’. (Robert F Kennedy)

Debbie and Mel @TeacherTweaks

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Differentiation Berger style: everyone can achieve excellence

Debbie and Mel @TeacherTweaks

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http://www.learningspy.co.uk/featured/great-teaching-happens-in-cycles/Depending on where you are in the sequence, you will need to change the level of input and differentiation for students.

Debbie and Mel @TeacherTweaks

The bigger picture: planning a learning sequence

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Examples of Excellence– Students need to see what the best pieces of work look like

so they have something to aim for.– You can write your own or take pictures of previous student

work to share with your students.– If you have an iPad, you can use AirDrop to mirror what’s on

your iPad onto the IWB. Hover your iPad over a students’ work during the lesson and ask students to look at it – no moving around required!

– Annotating the excellent pieces of work helps students to know why something is deemed excellent.

Debbie and Mel @TeacherTweaks

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Debbie and Mel @TeacherTweaks

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Debbie and Mel @TeacherTweaks

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Using teacher modelling– Modelling is one of the most underrated

skills a teacher has at their disposal to help a student understand how to work through a task.

– You can model in three ways: in class at the board, alongside the students as they write or a pre-made ‘flipped learning’ style video.

Discussion Questions– What are the pros and cons of the three

approaches?– When might you use these different

approaches?

http://www.youtube.com/watch?v=xGyG7X7Crkc

Debbie and Mel @TeacherTweaks

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Debbie and Mel @TeacherTweaks

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Importance of success criteria– Students need clear success criteria; otherwise,

they won’t know how to create an excellent piece of work.

– Breaking down criteria into a ‘Steps For Success’ checklist can help students see the bigger picture of what they need to do and tick off as they reach each step.

– You can also colour code (Warm/Hot/Scorching) criteria so students are aware of how the challenge is increasing.

Debbie and Mel @TeacherTweaks

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Warm Task

• A speech from the young man about who he is and what he believes.

• 10-12 lines• 3 language

techniques• Accurate

punctuation . , ? ! ’ ;• 3 Scorching

Sentences

Hot Task

• A speech from a teacher who knew the young man when he was child.

• 10-12 lines• 3 language

techniques• Accurate

punctuation . , ? ! ’ ; – • 4 Scorching

Sentences

Scorching Task

• A script of the conversation at dinner between the young man and the speaker (male or female) .

• 10-12 lines• 4 language

techniques.• Accurate

punctuation . , ? ! ’ ; – : • 4 Scorching

sentences

Debbie and Mel @TeacherTweaks

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Investigation Plan Success Criteria or Write an equipment list and instructions of what you will do.

Explain what you will use the equipment for and write a method that someone else could follow.

Justify your equipment choices by discussing precision, accuracy and possible alternative equipment.

State the factor you will change and the factor you will measure.

State the factors that need to be kept constant.

Explain how the control variables will be kept constant.

Debbie and Mel @TeacherTweaks

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Appropriate scaffolding– What type of scaffolding do you

draw upon time and again in your classes?

– What would be a high challenge, mid challenge or low challenge scaffold?

– How do you introduce these scaffolds to your students – do you have them ready or do they decide what is needed?

Debbie and Mel @TeacherTweaks

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Debbie and Mel @TeacherTweaks

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Adapted from Learning Spy’s Reading Ladder

Debbie and Mel @TeacherTweaks

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Courtesy of Andy Day@Andyphilipday

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Discussion sentence stems

If you are unsure about what you heard

•I found it a bit confusing when…..•I’m not sure what I think yet but….•I hear what you’re saying but what about……•Am I right in thinking….?

Developing your ideas after hearing other points of view

•I agree/disagree with you because……•If it was up to me, I would…….•I’d like to add……..•Some people might think that but……..•After listening to what you said, I think………

When expressing your ideas

•I feel……..•I believe…….•In my opinion……•After talking about it with the group, we decided…….

Debbie and Mel @TeacherTweaks

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Prediction thinking map

Possible outcome

Possible evidence for this outcome

Possible evidence against this outcome

Actual evidence for this outcome

Actual evidence against this outcome

Judge likeliness of

possible outcome

Make a prediction

Imagine

Imagine

Find

FindAdapted from Pam Hook (http://pamhook.com/solo-taxonomy/)

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Debbie and Mel @TeacherTweaks

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Differentiation Nuthall style: the learning process is the same regardless of ability but it’s more difficult for low ability students

because they have less prior knowledge, language and experiences to draw upon.

Debbie and Mel @TeacherTweaks

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Taking time to build up a strong foundation of knowledge

– Low ability students have a limited amount of prior knowledge in comparison to higher ability students.

– Consequently, it’s more difficult for students to make sense of a new concept/idea because there is less prior knowledge for them to link it to.

– So how can we help students build a stronger foundation of knowledge and begin to make connections?

Debbie and Mel @TeacherTweaks

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• SOLO taxonomy is about learning different bits of knowledge (multi structural) then making connections between the knowledge (relational) and finishing by understanding the knowledge so well, it can be applied in a different way/context (extended abstract).

• For low ability students, it’s important not to rush through the multi structural stage; otherwise, the relational stage will be weak/general.

• You can create a task with the different stages of SOLO taxonomy. Alternatively, you can set up workstations around the room for each different stage. Students can start at the stage they think it most appropriate for them, depending on what they know.

Using SOLO taxonomy to build a strong foundation

Debbie and Mel @TeacherTweaks

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Today’s key question: How does the writer highlight the increasing conflict between Sir William and Alexander?

Identify and list three of Sir William’s actions and how they hurt Alexander. Find quotations.

Identify and two moments where Alexander tries to defy his father. Find quotations.

Write a paragraph exploring how the writer makes us feel sympathy for Alexander.

Write a paragraph exploring what point the writer may be making about parenting in the 18th century compared to the 21st century.

Debbie and Mel @TeacherTweaks

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Year 7 Nutrition Task Student Tick Off If Met

Teacher Tick Off If Evidenced

Identify and list three nutrients in a meal.Identify and list nutrients in two meals.Explain the function of each nutrient found in the two meals.Create your own example of a nutritionally balanced meal based on what you have learnt about the other two meals.

An example adapted from Stephen [email protected] Debbie and Mel @TeacherTweaks

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Students need to experience a new idea/concept at least three times to remember it and their experience of learning

is influenced significantly by the peer culture.

– How could you design a learning sequence so that students will experience an idea/concept at least three times?

– How could you design your seating plan so that there is a positive learning culture in the classroom where students are a support to each other and not a hindrance?!

Debbie and Mel @TeacherTweaks

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Students’ misconceptions: language needs to be precise and formal if we are to help all students understand accurately a

challenging new concept/idea.

• Display list of informal words before you begin talking.

• Ask students to listen out for 5 academic words.

• Students identify these words and match them to the informal words on display.

• Finish off by colour coding them depending on their difficulty. Warm Hot Scorching

• Use them in a later piece of writing to help students build their academic vocabulary.

• Have students write key words in the margins rather in a glossary so the words are next to the new learning; it will give the words a context for students.

Displayed on the boardStoryImportant ideaWriter’s messageLeaves a clueSigns

Used during the explanationNarrativeThemeWriter’s intentionForeshadowsSymbolism

Debbie and Mel @TeacherTweaks

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Keeping track of learning across a topic

– Make explicit to students, especially those who have less prior knowledge and struggle to remember new ideas, how all the learning pieces together.

– How could you create a visual representation for students who may to keep track of their learning?

Debbie and Mel @TeacherTweaks

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Differentiation Sticking style: Repeated effortful retrieval

Debbie and Mel @TeacherTweaks

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Setting the problem first

‘You learn better when you wrestle with new problems before being shown the solution, rather than the other way around.’ (Make it Stick P226)

What we would have done previously

What we do now

Teach the content and then give out exam questions

Give out the questions first for students to try

Give students an overview page for a topic that shows the

key learning questions

Start a topic with a short test to find out what they already

know

Debbie and Mel @TeacherTweaks

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Progress tests

• Practising retrieving new learning from memory: Classes have a ‘recap test’ each week and their answers are monitored through written and verbal feedback. Students are given actions that they are responsible for carrying out before the next test.

• Spaced retrieval practice: Tests regularly revisit material we covered earlier in the course. There is an expectation that students can recall prior learning and connect it to the new things they are learning (students really struggle with this!)

Debbie and Mel @TeacherTweaks

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Exit cards‘Generation’

Engage the mind in trying to make sense of something new by

making the effort to explain in your own words and relating it to

what you already know.

Debbie and Mel @TeacherTweaks

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Thanks for listening

Debbie and Mel @TeacherTweaks

#TLT14

             TeacherTweaks #TLT14 presentation by @TeacherTweaks is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.