Curriculum DifferentiationCurriculum Differentiation Lynda PetersLynda Peters

TAS Head Teacher TAS Head Teacher Manly Selective CampusManly Selective Campus

Session 1: The needs of gifted Session 1: The needs of gifted students in TASstudents in TAS

GAT UnitGAT UnitCurriculum K-12Curriculum K-12

© © State of New South Wales through the NSW Department of Education and Training, 2007State of New South Wales through the NSW Department of Education and Training, 2007

What does gifted mean ?What does gifted mean ?

A gifted child is a child who has the ability A gifted child is a child who has the ability (potential) to perform in any domain of (potential) to perform in any domain of human activity, at a level we would more human activity, at a level we would more usually expect of students some years usually expect of students some years older.older.

What does talented mean?What does talented mean?

A talented child is a child who is actually A talented child is a child who is actually achieving or performing at a level we achieving or performing at a level we would more usually expect of students would more usually expect of students some years older.some years older.

In other words, giftedness is high potential In other words, giftedness is high potential while talent is that high potential while talent is that high potential translated into high performance.translated into high performance.

Characteristics of gifted childrenCharacteristics of gifted children

Learn basic skills easily, readily and with Learn basic skills easily, readily and with fewer repetitionsfewer repetitions

Possess unusual imaginationPossess unusual imagination

Demonstrate a longer attention span Demonstrate a longer attention span enabling concentration on and enabling concentration on and perseverance in solving problemsperseverance in solving problems

Create, invent, investigate and Create, invent, investigate and conceptualise enjoying the challengeconceptualise enjoying the challenge

Additional characteristics that may be Additional characteristics that may be displayed by gifted TAS studentsdisplayed by gifted TAS students

Advanced management of problem Advanced management of problem solving/ design processessolving/ design processes

Advanced ICT skillsAdvanced ICT skills

Reporting skillsReporting skills

Analysis of conceptsAnalysis of concepts

Pre-testingPre-testing

Not all gifted learners develop to the same Not all gifted learners develop to the same level in all skill areas. Pre-testing to level in all skill areas. Pre-testing to identify levels of student achievement identify levels of student achievement (and avoid unnecessary repetition) and (and avoid unnecessary repetition) and recognition of prior learning are important recognition of prior learning are important strategies to employ. strategies to employ.

In order to set up a program to meet the In order to set up a program to meet the needs of gifted learners we must first needs of gifted learners we must first establish as best we can what those needs establish as best we can what those needs are.are.

The pre-testThe pre-test

The pre-test is not designed to come up with a mark or The pre-test is not designed to come up with a mark or grade. It is not seeking to rank students across a range of grade. It is not seeking to rank students across a range of abilities. abilities.

Its sole function is to find out what gifted students already Its sole function is to find out what gifted students already know about a topic so they do not have repetition of what know about a topic so they do not have repetition of what they already know, can do and understand. they already know, can do and understand.

The “learn to” statements may be used as a guide to The “learn to” statements may be used as a guide to setting the pre-test. The test does not need to be designed setting the pre-test. The test does not need to be designed for students of average ability. This makes it easier to set for students of average ability. This makes it easier to set as questions don’t need to be provided for students of as questions don’t need to be provided for students of lower ability. The result of pre-testing will typically be to lower ability. The result of pre-testing will typically be to allow compacting in order to increase time for more allow compacting in order to increase time for more complex tasks or self directed learning.complex tasks or self directed learning.

How can you pre-test?How can you pre-test?

Verbal questions, but it is important to record Verbal questions, but it is important to record student comments. Also you must ensure all student comments. Also you must ensure all students participate. Teacher can use a laptop students participate. Teacher can use a laptop and create a spread sheet of student abilities. and create a spread sheet of student abilities.

Short answer questions using Short answer questions using “learn to” “learn to” statements. When creating questions ensure the statements. When creating questions ensure the answers will contain useful information.answers will contain useful information.

Explain to students the purpose of pretesting – no Explain to students the purpose of pretesting – no marks but a way for you to gain information for marks but a way for you to gain information for planning the direction for the unit of work.planning the direction for the unit of work.

Using the resultsUsing the resultsThe test may not cover all the “learn to” The test may not cover all the “learn to” statements perfectly but you select the key ones. statements perfectly but you select the key ones.

It is simply designed to indicate what students It is simply designed to indicate what students know and to assess their readiness to move to know and to assess their readiness to move to another program. another program.

In the other program students are still covering In the other program students are still covering the same material but at a different level so if the same material but at a different level so if they cannot demonstrate total knowledge it does they cannot demonstrate total knowledge it does not exclude them.not exclude them.

The results of the pre-test will guide the degree of The results of the pre-test will guide the degree of change to the curriculum undertaken by students. change to the curriculum undertaken by students.

Activity 1Activity 1

In pairs:In pairs:

create a pre-test for a unit of workcreate a pre-test for a unit of work

oror

share pre-test ideas. share pre-test ideas.

Curriculum DifferentiationCurriculum Differentiation

Session 2Session 2

Differentiation strategies in TASDifferentiation strategies in TAS

What is Curriculum Differentiation?What is Curriculum Differentiation?Curriculum differentiationCurriculum differentiation is a broad term referring to the need is a broad term referring to the need to tailor teaching environments and practices to create to tailor teaching environments and practices to create appropriately different learning experiences for different students.appropriately different learning experiences for different students.

Keirouz (1993) suggests typical procedures in the case of gifted Keirouz (1993) suggests typical procedures in the case of gifted and talented students include: and talented students include: deleting already mastered material from existing curriculum, deleting already mastered material from existing curriculum, adding new content, process, or product expectations to existing adding new content, process, or product expectations to existing curriculum, curriculum, extending existing curriculum to provide enrichment activities, extending existing curriculum to provide enrichment activities, providing course work for able students at an earlier age than providing course work for able students at an earlier age than usual, and usual, and writing new units or courses that meet the needs of gifted writing new units or courses that meet the needs of gifted students.students.

http://www.gifted-children.com.au/link/resources/curriculum_differentiationhttp://www.gifted-children.com.au/link/resources/curriculum_differentiation

Activity 2Activity 2

1.1. Speak to the person next to you and Speak to the person next to you and share specific strategies that you use for share specific strategies that you use for

differentiating the curriculumdifferentiating the curriculum..

2. 2. Feedback good strategies to the group.Feedback good strategies to the group.

AccelerationAccelerationAcceleration enables GAT students to Acceleration enables GAT students to participate in learning based on their participate in learning based on their performance.performance.

Acceleration can be provided through:Acceleration can be provided through:ability groupings within the classability groupings within the classcompacting the curriculumcompacting the curriculumindividual or whole class acceleration.individual or whole class acceleration.

Advantages and disadvantages ????????Advantages and disadvantages ????????

ExtensionExtensionExtension allows students to study an Extension allows students to study an area in more depth.area in more depth.

The most common form of differentiation The most common form of differentiation can be useful tool for making students can be useful tool for making students more analytical and reflective.more analytical and reflective.

The rule of thumb here is The rule of thumb here is no mots (more of no mots (more of the same).the same). The extension activity should The extension activity should be more difficult in terms of skills and be more difficult in terms of skills and levels of thinkinglevels of thinking or application and should or application and should not need to add to their workload.not need to add to their workload.

Extension activities include:Extension activities include:

learning centrelearning centre

contractscontracts

mentorsmentors

peer teachingpeer teaching

using information technologyusing information technology

parallel programming.parallel programming.

Parallel programmingParallel programmingInvolves individual or group of students Involves individual or group of students working on a theme or topic, but at a working on a theme or topic, but at a range of ability levels.range of ability levels.

Parallel programming should: Parallel programming should: relate to normal classroom workrelate to normal classroom workemploy higher-order thinking skillsemploy higher-order thinking skillsenable students to work on activities at enable students to work on activities at the same time as the rest of the classthe same time as the rest of the classbe evaluated and recorded by student be evaluated and recorded by student and teacher.and teacher.

Students who are to have individualised learning Students who are to have individualised learning may need to be trained in:may need to be trained in:

assuming some responsibility for their assuming some responsibility for their learninglearning

becoming independent learnersbecoming independent learners

working at their own paceworking at their own pace

making choicesmaking choices

evaluating their workevaluating their work

exercising judgement over a range of exercising judgement over a range of resources available.resources available.

EnrichmentEnrichment

Enrichment broadens the range of Enrichment broadens the range of experiences for all GAT students.experiences for all GAT students.

Enrichment activities may include:Enrichment activities may include:

excursions, e.g. Houses of the Futureexcursions, e.g. Houses of the Future

Competitions, e.g. Sustainable Challenge Competitions, e.g. Sustainable Challenge or MYDAor MYDA

using technology – online learning, web using technology – online learning, web board.board.

Enrichment assists students to improve Enrichment assists students to improve skills such as:skills such as:

creative thinkingcreative thinking

problem solvingproblem solving

questioning questioning

independent research.independent research.

Fostering HOT in the classroomFostering HOT in the classroomSet up a classroom environment which is Set up a classroom environment which is conducive to high-level thinking:conducive to high-level thinking:

multi-level materialsmulti-level materialsflexible groupingsflexible groupingsaccept and celebrate diversityaccept and celebrate diversityhigh expectationshigh expectationsteacher as co-learnerteacher as co-learnernurture risk-taking.nurture risk-taking.

Fostering HOT in the classroomFostering HOT in the classroom

Engage students in activities which foster Engage students in activities which foster high-level thinking:high-level thinking:

collaborative group activities collaborative group activities

problem-solving activities problem-solving activities

open-ended questions.open-ended questions.

What is an open-ended task?What is an open-ended task?

Typically an open-ended question has Typically an open-ended question has more than one answer and usually there more than one answer and usually there are different ways of recording answers.are different ways of recording answers.

(Sullivan & Clarke, 1992)(Sullivan & Clarke, 1992)

Differentiating productDifferentiating product

Gifted students require high expectations Gifted students require high expectations and deep knowledge:and deep knowledge:– real-world problems and productsreal-world problems and products– variety of production requirements and variety of production requirements and

alternativesalternatives– open-ended product alternatives that open-ended product alternatives that

encourage creative responsesencourage creative responses– a reason for sharing their findingsa reason for sharing their findings– realistic corrective feedback.realistic corrective feedback.

Activity 3Activity 3

What could you do tomorrow to help What could you do tomorrow to help differentiate the curriculum?differentiate the curriculum?

What could you do next week?What could you do next week?

What could you set up next year?What could you set up next year?

Curriculum differentiationCurriculum differentiation

Session 3Session 3

Assessment of a differentiated Assessment of a differentiated programprogram

Why do we assess?Why do we assess?

Assessment for learningAssessment for learning

Assessment of learningAssessment of learning

Assessment for learningAssessment for learning

is an essential and integrated part of is an essential and integrated part of teachingteaching

reflects a belief that all students can reflects a belief that all students can improveimprove

involves setting learning goals with involves setting learning goals with studentsstudents

helps students know and recognise the helps students know and recognise the standards they are aiming for.standards they are aiming for.

Assessment for learningAssessment for learning

involves students in self-assessment and involves students in self-assessment and peer assessmentpeer assessment

provides feedback that helps students provides feedback that helps students understand the next steps in learning and understand the next steps in learning and plan how to achieve them.plan how to achieve them.

Board of Studies - Board of Studies - Technology (Mandatory) SyllabusTechnology (Mandatory) Syllabus page page 6060

Assessment of learningAssessment of learningTeachers can use evidence gathered from Teachers can use evidence gathered from assessment to extend the process of assessment to extend the process of assessment for learning assessment for learning into their into their assessment of learning.assessment of learning.

In a standards-referenced framework this In a standards-referenced framework this involves teachers in making professional involves teachers in making professional judgements about student achievement at judgements about student achievement at key points in the learning cycle.key points in the learning cycle.

Board of Studies - Board of Studies - Technology (Mandatory) SyllabusTechnology (Mandatory) Syllabus page page 6262

Creating assessment tasksCreating assessment tasksAssessment tasks that provide feedback Assessment tasks that provide feedback help students to help students to learn better.learn better.

Questions need to be designed soQuestions need to be designed so that that they they do do not not provide obviousprovide obvious answers and answers and encourage encourage rote learning.rote learning.

Tasks mustTasks must require students to require students to extendextend and/or and/or applyapply their knowledge. their knowledge.

BLOOM’S REVISED TAXONOMYBLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. 

EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding  

Technology (Mandatory) – Textiles Technologies

Complete 3 activities from the following chart:

Learning Style Activity

Verbal/ Linguistic Using narrative text, describe a day in the life of a cotton boll, going from fibre to fabric.

Logical/ Mathematical

Find out the total cotton production in Australia for the last ten years. Present your findings in graphical or table form.

Visual/ Spatial Design a poster showing the end uses of polyester fibre, yarn and fabric in a variety of textile domains.

Bodily/ Kinaesthetic

Create a textural chart showing cotton and polyester in fibre, yarn and fabric form.

Musical Compose a jingle for any textile item to be advertised on the radio. Play your jingle to the class.

Interpersonal With a partner research and write whether natural or synthetic fibres are better for the environment.

Intrapersonal Do a personal PMI of the Fabric Mosaics unit of work.

Naturalist What effect does the growing of cotton have on the environment and how can this be overcome?

Technology (Mandatory)Technology (Mandatory)Unit 1 Design Related Content – Common Unit 1 Design Related Content – Common

Assessment Task 1Assessment Task 1

Using ICT skills create your own graphical Using ICT skills create your own graphical representation of the design process. You representation of the design process. You must identify a specific problem and use must identify a specific problem and use the design process to solve the problem. the design process to solve the problem. The diagram will be displayed in the The diagram will be displayed in the classroom, so make it creative and classroom, so make it creative and interesting.interesting.

Marking guidelinesMarking guidelinesVery High Very High

Displays all stages of the design process Displays all stages of the design process Uses highly developed ICT skills including the use of Uses highly developed ICT skills including the use of graphics, layout, text, colourgraphics, layout, text, colourUsing a specific design problem shows detailed Using a specific design problem shows detailed understanding of design process showing the links between understanding of design process showing the links between all stagesall stages

High High Displays all stages of the design process Displays all stages of the design process Uses ICT skills including the use of graphics, layout, text, Uses ICT skills including the use of graphics, layout, text, colourcolourUsing a specific design problem shows clear understanding Using a specific design problem shows clear understanding of design process showing some links between stagesof design process showing some links between stages

Marking guidelinesMarking guidelinesSatisfactorySatisfactory

Displays all stages of the design process Displays all stages of the design process Uses ICT skills including the use of graphics, Uses ICT skills including the use of graphics, layout, text, colourlayout, text, colourShows basic understanding of design process Shows basic understanding of design process

Working TowardsWorking TowardsDisplays design process Displays design process Work is either not computer generated or lacks Work is either not computer generated or lacks organisation and/or presentationorganisation and/or presentationShows little understanding of design processShows little understanding of design process

UnsatisfactoryUnsatisfactoryNo work attemptedNo work attempted

Standards for Design SolutionsStandards for Design Solutions

Interior designInterior design

Very HighVery HighClear vision of interior design Clear vision of interior design in 2030in 2030Highly functional room with Highly functional room with quality finish quality finish Shows accurate scale and Shows accurate scale and proportionproportionModel contains a minimum of Model contains a minimum of 3 model making materials3 model making materialsMajority of furnishings created Majority of furnishings created from recycled materialsfrom recycled materialsEvidence of advanced model Evidence of advanced model making techniquesmaking techniques

Very HighVery High

HighHighClear vision of interior design Clear vision of interior design in 2030in 2030Functional room with quality Functional room with quality finish finish Shows scale and proportionShows scale and proportionModel contains a minimum of Model contains a minimum of 3 model making materials3 model making materialsMajority of furnishings created Majority of furnishings created from recycled materialsfrom recycled materialsSome evidence of advanced Some evidence of advanced model making techniquesmodel making techniques

SatisfactorySatisfactoryLimited vision of interior Limited vision of interior design in 2030design in 2030Function of room not clearly Function of room not clearly evidentevidentSatisfactory finish of room Satisfactory finish of room Shows limited scale and Shows limited scale and proportionproportionModel contains less than 3 Model contains less than 3 model making materialsmodel making materialsSome furnishings created Some furnishings created from recycled materialsfrom recycled materialsLittle evidence of advanced Little evidence of advanced model making techniquesmodel making techniques

Working TowardsWorking TowardsNo clear vision of interior No clear vision of interior design in 2030design in 2030Function of room not clearly Function of room not clearly evidentevidentPoor quality finish of room Poor quality finish of room Little evidence of scale and Little evidence of scale and proportionproportionModel contains less than 3 Model contains less than 3 model making materialsmodel making materialsSome furnishings created Some furnishings created from recycled materialsfrom recycled materialsMinimal evidence of advanced Minimal evidence of advanced model making techniquesmodel making techniques

Activity 4Activity 4

1.1. Review an existing assessment task does Review an existing assessment task does the task meet the needs of GAT the task meet the needs of GAT students?students?

2.2. What changes could you make to What changes could you make to improve the task?improve the task?