Curriculum Differentiation

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Curriculum Differentiation

• The Maker Model

PROCESS
CONTENT
PRODUCT
ENVIRONMENT
Pupil Free Day Presentation Monday 19 April, 2004
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• Individual differences have intrigued and
  challenged educators for centuries. On the one
  hand, the understanding and application of this
  concept motivates our profession. On the other
  hand, practical responses to individual
  differences have almost entirely eluded us.
• Pat Burke Guild and Stephen Garger, Marching to
  Different Drummers (ASCD, 1998, p. 2)

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Workshop Outline

• What is a differentiated curriculum? (Denise- 5
  minutes)
• The Maker Model of differentiation- group
  activity exploring
• Content
• Process
• Product
• Learning environment (25 minutes)
• Small group presentation on aspects of
  differentiation (20 minutes)
• Differentiation in Unit Planning (Dianne- 10
  minutes)

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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.
• It comprises modifications to the curriculum,
  teaching structures, and teaching practices in
  combination to ensure that instruction is
  relevant, flexible and responsive, leading to
  successful achievement and the development of
  students as self-regulated learners.
• (van Kraayenoord, 1997)

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Differentiated Curriculum

• Also known as
• Differentiated Instruction
• Multilevel instruction
• Requires teachers to
• Identify learning outcomes
• Pretest students for prior mastery
• Eliminate unnecessary teaching

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Differentiation occurs by

• Planning for different outcomes from the same
  task
• Modifying learning tasks
• Giving some students more support and direction
• Using different forms of grouping in the
  classroom
• Using different resources
• Westwood (1996) citing Dewhurst (1996)

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The Maker Model

• June Maker
• 1982
• Differentiation requires modification of four
  primary areas of curriculum development
• Content
• Process
• Product
• Learning environment

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So why are we here today?

• You are already doing this is your classroom to
  varying degrees
• This workshop activity is about exploring what
  theorists have to say and sharing what you
  already know
• Everyones contributions are valuable
• Take the time to get the most out of the
  professional sharing of practical strategies and
  ideas
• Our collective experience and knowledge is
  AWESOME!
• Have FUN!

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Now its your turn!

• Form your groups- 8 groups (content 1 2,
  process 1 2, product 1 2, learning
  environment 1 2)
• Read packs of info focusing on your topic (5
  minutes)
• Use materials provided- cardboard, paper, pens
  etc to design posters containing information on
  your topic
• What is _________? (Definition and examples from
  readings)
• How do we differentiate _________ in the
  classroom? Give many practical examples for all
  levels of school. (20 minutes)
• Present to the group (5 minutes each combined
  group)
• Posters displayed in staffroom for term 2.

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Content

• Content of curriculum comprises
• Ideas
• Concepts
• Information presented to students
• Content can be made
• More complex
• More varied
• Organised differently

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Differentiating Content

• Important that gifted students have an
  understanding of the basics
• Pretesting helps establish this
• Need to be taught at a faster pace with less
  repetition and possibly from a different starting
  point.
• Content goals should include outcomes adapted or
  changed to suit the established knowledge base of
  the student/s

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Process

• Process is the way in which the content is
  presented to students
• Questions
• Learning activities
• Process can be differentiated by
• Modifying the level of thinking (ie. Blooms)
• 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
• Careful preparation of questions is essential
• Adopt a thinking model eg, deBonos Six Hats, and
  use repeatedly to allow students to internalise it

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Product

• Product is
• What the students produce
• NOT a summation of content
• Should involve
• Higher-level reasoning skills
• Analysing
• Evaluating
• Creating

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Differentiating Product

• Gifted students require high but specific
  expectations and depth with product
• Real world problems and products
• Variety of production requirements and
  alternatives
• Open-ended product alternatives that encourage
  creative responses
• A reason for sharing their findings
• A real audience
• Realistic corrective feedback

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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.
• Group able children together part of the time so
  they have the freedom to work at their own level
  (without modification).
• Students should be given independent projects-
  inside and outside classroom.
• 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.
• Teachers should ask
• Would all students want to be involved in such
  learning experiences?
• Could all students participate in such learning
  experiences?

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Why Differentiate?

• All students should be given an opportunity to
  develop to their full potential.
• For most students the regular classroom will
  provide appropriate challenge.
• For gifted learners special provision must be
  made in the regular classroom if they are to have
  the same exciting and challenging learning
  experiences as their classmates.
• Gifted students need the opportunity to work
  through the curriculum at a faster pace and need
  less time on basics and revision.

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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.htm
  l (accessed 1 April 2004)
• Selected ERIC Abstracts on Differentiated
  Instruction http//www.ascd.org/educationnews/eric
  /differinstructionabs.html (accessed 1 April
  2004)