EDPROFST 608B: Learning and Teaching in New Zealand

Assessment Task 3: Effective differentiated planning and teaching

PART A: Differentiated Action Plan template

Complete prior to the workshop session on Friday 6th September.

Worth 10 marks
NOTE: Requires in-class attendance and participation.

Critical considerations before you draft your Action Plan below:

1. Decisions to be made
 Based on YOUR selected group of learners’ profiles, what are their strengths and learning needs?
 How can the CONTENT of your unit be differentiated to better meet your learners’ needs/abilities?
 How can the PROCESS of the unit be differentiated to better meet your learners’ needs/abilities?
 How can the PRODUCT be differentiated to better meet your learners’ needs/ abilities?
 How can the LEARNING ENVIRONMENT/ AFFECT be differentiated to better meet your learners’ needs/abilities?
2. Actions to be taken
 Now present an outline of your intended changes to any FOUR learning experiences within your series of lessons plan.
(ONE differentiated learning experience with a clear CONTENT focus, ONE with a clear PROCESS focus, and so on.)
 Justify your adapted/new differentiated learning experience with links to theory/literature under each section below.

DIFFERENTIATED LEARNING EXPERIENCE 1 PEER FEEDBACK COMMENTS

FOCUS OF CHANGE………………….

CONTENT  Has identified the

weakness of her leaners.
The content change is that students will have a
selection of 5 poem types to choose from based on
 Changing the poem for
their own interests. Originally students would be
example moving away from
given the word ‘Winter’ and they would have to
winter and doing
create an acrostic poem based off this. Instead of
something that they are
working individually after the instruction has been
interested in such as space,
given, students will work collaboratively in their
recycling. This is effective
groups. They will come up with their own poem and
use their own interests to design it.
 Giving opportunity for
DIFFERENTIATED LEARNING EXPERIENCE 1 students to choose their
JUSTIFICATION FOR CHANGE own poem layout.
The reason for this change is that for my particular
group of learners, working in isolation can encourage
disengagement from the learning task. They may find
themselves stuck for ideas and without valuable
group discussion, may struggle to generate ideas and
move forward with the task. Allowing students to
chose their own poem format and work in groups
means they can work at their own level. There is not
a one size fits all, and so this change will allow
students to work to their own strengths. There was
an assumption that all students can work
independently but for my group of learners this did
not work.

“Teachers who practice differentiation accept as

given they need to create a variety of paths
towards essential learning goals, and to help
students identify the paths that work best in
achieving success.” (Tomlinson, 2014)

“Accommodate to students’ different ways of

learning and rates of learning by employing a
range of teaching methods, including
cooperative group learning, peer tutoring, team
teaching” (Fraser, Moltzen, Ryba, 2005)

DIFFERENTIATED LEARNING EXPERIENCE 2 PEER FEEDBACK COMMENTS

FOCUS OF CHANGE………………….

PROCESS
 A great way to increase
The process that has been differentiated is the way it engagement with low
is modelled to the class. The teacher will demonstrate
ability groups.
a step by step example of how to write an effective
poem. This will give students clear instructions for
what is expected and how they can seek help. This  Recognises the need for
change will support those who may require extra self selection
support in generating ideas, asking for guidance, and opportunities to enhance
reminders about what is required. Working as a class student motivation.
to construct a poem together.

 Students have chance to choose their own

learning intentions, giving them the
opportunity to choose what learning
intention they would like to focus on, this
will on a printed card.

DIFFERENTIATED LEARNING EXPERIENCE 2

JUSTIFICATION FOR CHANGE

The reason for this change, is to support those

students who may require the extra instructions so
they can feel confident when they go off to work in
their table groups. I believe it is important to provide
extra scaffolding with the hope that this will create
motivation from students to actively engage in the
task. I want my group of learners to not feel singled
out of different from the rest, but instead believe that
all students can benefit from extra instruction.

“Most effective teachers modify their instruction

for students” (Tomlinson, 2014)

Ideas to support teachers in this

“Use materials and activities addressing a wide

range of reading levels, learning profiles, and
student interests. Include activities that vary
from simple to complex, concrete to abstract,
and structured to open-ended. Offer
instructions about what students should when
they require help” (Tomlinson, 2014)

DIFFERENTIATED LEARNING EXPERIENCE 3 PEER FEEDBACK COMMENTS

FOCUS OF CHANGE………………….

PRODUCT  Shows a specific

understanding of learning
Another aspect I have changed is the way the their
needs for students.
poems are published, students had to hand write all
the poems but now how the opportunity to choose
 Recognises the needs to
how they display it. Students will have the choice to
adapt and meet students
publish their poems either by hand or using a
where they are at.
computer.

DIFFERENTIATED LEARNING EXPERIENCE 3

JUSTIFICATION FOR CHANGE

The reason for this change is that I believe there

would be a sudden drop of engagement and
motivation from my group of learners. Free hand
drawing and writing does not particularly support
their learning needs so giving them the option to
either hand write or type will give them authority
over their own learning. If the publishing aspect is
not seen as manageable they may begin to feel
overwhelmed and decide to not complete the final
part of the task.

“We think, we learn in different ways.”

(Tomlinson, 2014)
“Every child is entitled to the promise of a
teacher’s optimism, enthusiasm, time and
energy, a teacher who will do everything
possible, every day to help students realise
their full potential.” (Tomlinson, 2014)

DIFFERENTIATED LEARNING EXPERIENCE 4 PEER FEEDBACK COMMENTS

FOCUS OF CHANGE………………….

ENVIRONMENT/AFFECT
 Shows compassion and
empathy for students and
An aspect I will change is the presentation aspect. For acknowledge the
my group of learners presenting in front of an entire importance of safety in
class can be intimidating. Instead to create a safe
successful student
environment for students to present their work, they
will buddy up in groups of 2-3. They will then give performance.
feedback and feedforward to each other during a
think pair share session.

DIFFERENTIATED LEARNING EXPERIENCE 4

JUSTIFICATION FOR CHANGE

For my group of learners who may struggle to

present their poems to class, now have the
opportunity to present and discuss with their pairs.
Not only will this provide a safe sharing environment
without intimidation, but an opportunity to give and
receive positive and constructive feedback and
feedforward to others. I want to create a learning
environment where students work together to
support each other an enhance each others learning
and growth.

“Each student is valued and appreciated as an

individual – their interests, learning profiles and
learning needs are catered for “ (Tomlinson,
2014)

“Inclusive values need to be specified in the

school policy so that there is a shared
understanding and commitment to providing
appropriate education for all students” (Fraser,
Moltzen, Ryba, 2005)

MARKING RUBRIC –PEER FEEDBACK GROUP TO DETERMINE MARK OUT OF 10

A+ A A- B+ B B- C+ C C- D+ D D-
 9-10 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 0-
3.5

Key criteria:
 Effective, responsive differentiation of CONTENT, PROCESS, PRODUCT and LEARNING
ENVIRONMENT/AFFECT evident for FOUR selected learning experiences

 Justification comments clearly linked to theory/literature, and demonstrate CLEAR understanding of the
key role of EACH of the FOUR PRINCIPLES of effective differentiated teaching practice.

TOTAL MARK OUT OF 10. 10 /10