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Curriculum Differentiation:
The Maker Model
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What is a Differentiated Curriculum?
A Differentiated Curriculum is like a game of “Boot – Bot” soccer.
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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)
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Big Questions????
What are the conditions for ICT to be of value in the teaching and learning process of all / gifted students?
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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?
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What does Differentiation look like using ICT?
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The Maker Model
June Maker - 1982Differentiation requires modification of four
primary areas of curriculum development:– Content– Process– Product– Learning Environment
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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.
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Differentiating Content
Concepts or Big IdeasMore complex – different access to
content using a range of ICT toolsjust in time………
More varied, abstract, complex Organised differently
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Differentiating Content
Needs to be taught at a faster pace with less repetition and possibly from a different starting point. Curriculum Compacting.
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Differentiating Content
Content goals should include outcomes adapted or changed to suit the established knowledge base of the student/s.
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Differentiating Process
Process is the way in which the content is presented to students:– Questions– Learning activitiesProcess can be differentiated by:– Modifying the level of thinking
(ie. Bloom’s taxonomy)– Changing the pace– Changing the approach
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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.
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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.
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Product
Product is:– What the students produce– NOT a summation of contentShould involve:– Higher-level reasoning skills
AnalysingEvaluatingCreating
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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
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Differentiating Product
Variety of production requirements and alternatives.
Open-ended product alternatives that encourage creative responses.
A reason for sharing.
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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.
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Learning Environment
Group able children together part of the time so they have the freedom to work at their own level (without modification).
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Learning Environment
Students should be given authentic projects- inside and outside classroom with real audiences and ADDED VALUE.
NZ Research Jeanette Christensen
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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.
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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.
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Big Questions???
Teachers should ask:– Would all students want to be involved in
such ICT learning experiences?– Could all students participate in such
ICT learning experiences?
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The NZ Curriculum
An exciting time……..Key Competencies – Thinking
Learning Areas – Future Focussustainability, citizenship, enterprise and globalistaion
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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.
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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 Instruction http://www.ascd.org/educationnews/eric/differinstructionabs.html (accessed 1 April 2004)