Developing Independent Learners. This term I’ve been using independent learning projects with some of my classes in year 7 & 8.
At the start of the topic I discussed with the students the success criteria for the topic and asked them how they would like to go about carrying out the scheme of work. We discussed several ways of working on this SoW a) a menu – where students select ‘items’ from the menu to produce over the term to produce a piece of work that meets Bronze, Silver or Gold standard. b) personal choice – where students could make their own decisions on how to present their work c) guided – where the teacher provides suitable learning activities to meet the success criteria Each class voted for b – personal choice. Lessons I’ve learned from lessons I’ve taught. This is a summary and a drawing together of several earlier posts.
I consider it a refinement of my thinking and something which is painstakingly (and grandiosely) groping its way towards a total philosophy of planning. It does also attempt to offer something new but is this enough to deserve a new post? You decide. “Failing to plan is planning to fail.”Smug teachers, everywhere. Rethinking Schemes of Work: Thinking Maps. “Learning happens when you think hard” Robert Coe “Let us think hard about our curriculum planning and schemes of work, traditionally they have not been just that “Schemes of work” where is the learning?”
Me In the blog the thinking classroom ( I highlighted that using the word “challenge” is misleading when thinking about developing student’s abilities and knowledge. The blog gives some practical advice on how using the right questions and setting up a series of lessons with “thinking” in mind may go some way to maximising “challenge”. Schools and classrooms should create thinking. Bloom's and Webb's. Schemes that make a difference. Differentiation? (Yes, another blog to read about it!) – NewToThePost.
Now, you can do a quick search on my toolkit or my blog using the word ‘differentiation’.
You can also type the word into Google/Bing, Twitter or Pinterest and there will be a range of options/responses available to you as a result. The Solution To Differentiation. Differentiation: making possible the impossible. Image: @jasonramasami When I think about the students I teach, I probably should make a beeline to their personality traits – their helpfulness, cheerfulness, kindness or pain-in-the-backside-ness.
Or, perhaps, I should visualise an image of their pimply or foundation-masked faces. But no. Instead, etched in this particular English teacher’s mind’s eye, is their handwriting. Eddie’s hideous scrawl that hides his mature and concise control of syntax. They are all different, very different. Graham Nuthall’s incredible research, detailed in his book The Hidden Lives of Learners, shows how each student enters the classroom with very different prior knowledge even if their ability is broadly similar. My Learning Journey: Can I be that little bit better at.....understanding why I might be getting differentiation wrong. There are a few things in education that either scare me or confuse me.
Differentiation. 10 Examples & Non-Examples Of Differentiated Instruction - What Is Differentiated Instruction?
By Christina Yu, Knewton.com Differentiated instruction, the tailoring of educational experiences to meet individual learner needs, is nothing new. Hardworking teachers have always recognized the diverse needs of students and adjusted their instruction to account for them. Through one-on-one coaching sessions, small group activities, individualized course packets, reading assignments, and projects, teachers are addressing a range of student levels, interests, strengths, weaknesses, and goals in their classrooms today. Differentiated instruction is difficult and time-consuming work, however, and class sizes are increasing all the time, making individualized learning harder to achieve. The dangers of differentiation…and what to do about them. Image: @jasonramasami Differentiation seems to revolve around a dilemma.
It is evidently clear that all students have different needs and areas of weakness; yet it is also true – or so it seems to me – that if we obsess about what they cannot do now, or do not know now, we risk losing sight of the direction we could be taking them in. Valiant attempts to ‘differentiate’ often prove counterproductive because, cumulatively, they decrease challenge in the long-term. Personalised learning - Dylan Wiliam - Video search. Using differentiation in mixed-ability classes. 'Differentiation' is a term that you will no doubt have encountered during your training.
However, really understanding the term, and effectively putting it into practice, can be one of the greatest challenges in the NQT year. "Differentiation a big issue for NQTs, mainly because they try to differentiate everything all the time and swamp themselves with too much," says Kate Aspin, senior lecturer in education at Huddersfield University. According to the Training and Development Agency for Schools, 'differentiation' is the process by which differences between pupils are accommodated so that all students have the best possible chance of learning. Geoff Petty Differentiated Teaching Strategies. Methods of Differentiation in the Classroom. #pedagoofriday loved seeing the progress of yr7 in their last topic with a before and after topic review.