Archive of ‘Professional Development’ category
Differentiation can be in terms of:
Task: How we allow appropriate access to the learning for the students.
Outcome: How students communicate their learning.
Intervention: The roles undertaken by the teacher and others doing the learning.
Route: Allowing students different journeys through the learning.
In a study by Steven Boyle and others, the following were identified as potential ‘good learning behaviours’ of students:
- Tells teacher when they don’t understand
- Asks teacher why they went wrong
- Tells teacher what they don’t understand
- Checks work against instruction, correcting errors and omissions
- When stuck, refers to earlier work before asking teacher
- Checks personal comprehension of instruction and material. Requests further information if needed
- Seeks reasons for aspects of the work at hand
- Anticipates and predicts possible outcomes
- Plans a general strategy before starting
- Explains purposes and results
- Checks teacher’s work for errors; offers corrections
- Seeks links between adjacent activities and ideas
- Seeks links between non-adjacent activities, ideas and between different topics
- Independently seeks further information, following up ideas raised in class
- Seeks links between different subjects
- Asks inquisitive but general questions
- Offers personal examples which are generally relevant
- Seeks specific links between schoolwork and personal life
- Searches for weaknesses in their own understanding; checks the consistency of their explanations across different situations
- Suggests new activities and alternative procedures
- Expresses disagreement
- Offers ideas, new insights and alternative explanations
- Justified opinions
- Reacts and refers to comments of other students
- Challenges the text or an answer the teacher sanctions as correct
Points to explore further:
- encouraging/ structuring opportunities for students to pose more questions
- I see, I think, I wonder
- hinge point questions
- fingers, thumbs, mini whiteboards – visible thinking
- Can you – identify, explain, use a diagram, draw/ write your own…
- Concept cartoons – could I develop these from student reflections and common misconceptions?
Identify how to calculate volume of different rectangular prisms – Here are a variety of rectangular prisms. Calculate the volume of each. Check your answer. How accurate are you?
Explain to someone else how to calculate volume of different rectangular prisms – Write or orally record how you calculate the volume of rectangular prisms.
Use a diagram to explain how to calculate volume of different rectangular prisms – Draw a diagram to your ideal piece of fudge, how many pieces would fit in the package and a diagram to show the dimensions that the package would need to be. Calculate the volume of the single serve and the total package.
Write your own problem involving the calculation of volume of rectangular prisms. Record it for others to challenge themselves with.
The 14 Parameters
- Shared beliefs and Understandings
- Each student can achieve high standards, given the right time and the right support.
- Each teacher can teach to high standards, given the right assistance.
- High expectations and early and ongoing intervention are essential.
- Teachers and administrators need to be able to articulate what they do and why they teach the way they do.
- Embedded Literacy/ Instructional Coaches
- Daily, Sustained Focus on Literacy Instruction
- Principal Leadership
- Early and Ongoing Intervention
- Case Management Approach: a) Data Walls, b) Case by Case Meetings
- Professional Learning at School Staff Meetings
- In-school Grade/ Subject Meetings
- Centralised Resources
- Commitment of District and School Budgets for Literacy Learning and Resources
- Action Research/ Collaborative Inquiry
- Parental and Community Involvement
- Cross-Curricular Connections
- Shared Responsibility and Accountablility
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