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DIFFERENTIATION
Additional Information
June Maker - (of Maker and Tomlinson) is known for her work around highly capable students (aka Gifted and Talented), although their focus was initially to ensure these students were being extended, the Maker Model itself can be used to ensure ALL students are catered for.
During the 2013 at a Gifted & Talented conference on the Gold Coast, I met June Maker, who sat with me to create a survey for teachers, Differentiation SURVEY for Teachers_June Maker_CatherynE, which you can download, along with information on June Maker's current project, from the PRODUCTS page.
Please note, this survey may be adapted as a means of looking at ALL student levels and capabilities.
Dr. C. June Maker, professor emerita in the department of Disability and Psychoeducational Studies, University of Arizona, is an associate editor for Gifted and Talented International and the International Journal of Research in Education, and an Editorial Board member for other international journals. In 2015, she received the International Research Award from the World Council for Gifted and Talented Students (WCGTS) and Doctor of Letters Degree from Western Kentucky University. Her research is on performance-based assessments and creativity development. She is a frequent keynote speaker.
JUNE MAKER'S CURRENT PROJECT:
June's most recent research project, in collaboration with the International Namaa Association for Research and Development and the Ministry of Education in the United Arab Emirates, was to develop a new performance-based assessment for young children (ages 4, 5, and 6) based on the Prism of Learning Model co-authored with Dr. Usanee Anuruthwong, which is being used to identify gifted children and the strengths of all children in the UAE. The website for her project, DISCOVER, is www.discover.arizona.edu, and she can be reached at junemaker@hotmail.com.
LEARNING SUPPORT
Learning Support encompasses students working below their year level, as well as those working, or striving to work, above their year level expectations.
Differentiation ensures all students are supported.
Download the Differentiation SURVEY for Teachers_June Maker_CatherynE from PRODUCTS
MATHS
Number and Algebra
Measurement & Geometry
Measurement & Geometry
This page has some beginning Algebra videos that connect to primary knowledge
STatistics & Probability
STatistics & Probability
STatistics & Probability
COMING SOON!
PROBLEM SOLVING
STatistics & Probability
STatistics & Probability
"Teach them that not knowing is not failure. It’s the first step to understanding." D.Finkley
Check out my In the Ditch which, in conjunction with the problem solving, can assist you in structuring support around these concepts.
ENGLISH
Reading
B.O.W.E.R Writing programme
B.O.W.E.R Writing programme
Reading Programmes and resources available
B.O.W.E.R Writing programme
B.O.W.E.R Writing programme
B.O.W.E.R Writing programme
This programme is research based and Primary to Secondary friendly!
Spelling & Vocabulary
Spelling & Vocabulary
Spelling & Vocabulary
Spelling - this page contains approaches to spelling..
Including a basic testing format
Phonics
Spelling & Vocabulary
Spelling & Vocabulary
Phonic & Grapheme awareness.
Includes an initial recognition test.
ADDITIONAL SUPPORT IDEAS
SENTENCE ANALYSIS
Language Features_Figurative LANGUAGE
SENTENCE ANALYSIS
My initial sentence analysis programme was constructed while teaching 6 & 7 year olds
Language Features_Figurative LANGUAGE
Language Features_Figurative LANGUAGE
Language Features_Figurative LANGUAGE
Learning about Figurative Language
DEVICES- including characterisation
DEVICES- including characterisation
Language Features_Figurative LANGUAGE
FEEDBACK
FEEDBACK
FEEDBACK
OPPORTUNITIES may be available during / through:
- Observations
- Peer working (teaching and learning)
- Self driven (independent learners)
- Whole class mini instruction on common errors / difficulties
- Testing utilised as diagnostic tools
- National Curriculum focus elements (aligned to student goals
- Drafting process
- Final assessable piece
- Email to teacher for assistance (if unable to ask for clarification during class)
- Proficiency Scale (In the Ditch) for Independent feedback
- Ongoing - Differentiated
Formative Assessment -a perspective on improving formative assessment opportunities - Inside the Black Box: Raising Standards Through Classroom Assessment by Paul Black and Dylan William
Article linked with formative assessments - click here - Quote from article:
Butler (1988) who looked into the effects of different types of feedback on students in Israel between two lessons, and reported the following findings:
– Students who were given marks only made no gain in attainment between the two lessons.
– Students who were given comments only improved, on average, by 30 per cent compared with their previous performance.
– Students who were given marks and comments made, surprisingly, no gain.
This supports the concept of a proficiency scale linked to levels of learning, as opposed to grade marks. See my In the Ditch
Consider the importance of MISTAKES in the learning process. Normalising struggle, through a structured process, such as In the Ditch, in order to reflect on and explicitly teach elements, ensures a clear path to and through the process of Growth mindset through a proficiency scale approach.
Check out the article on Normalising Struggle in the Mathematics
In the Ditch
Metacognitive, Growth Mindset with embedded proficiency scale
IF YOU"RE NOT IN THE DITCH, YOU'RE NOT LEARNING!
In the Ditch explained
In the Ditch is my metacognitive / growth mindset approach that utilises, an adapted Blooms Taxonomy as an embedded proficiency scale.
Metacognition is, simply put, what we do when we think about our thinking!Embedding an adapted Blooms Taxonomy into the growth mindset concept, allows students to gauge their depth of learning (proficiency), when aligned to programme outcomes. Through the use of structured programmes, which are aligned to the National Curriculum outcomes, students were taught to become reflective learners.
I created In the Ditch, after years of observations, and exploration of different approaches, noting the many different scenarios in the classroom (see right), which often revolved around the issues of the environment, would benefit from a structured programme to ensure the classroom environment issues were embedded into my practice.
As well as a means to create reflective learners.
I have implemented this concept with many classes, in both primary and secondary settings. However, It is imperative that it is aligned to well structured programmes, in order for it to be truly effective as a proficiency scale.
Student Goals become individualised, while the students themselves become reflective learners.
ISSUES THAT LEAD TO CREATING THIS CONCEPT INCLUDED:
- · Students not seeing themselves as learners
- · Students presuming they already know all there is to know (the proficiency scale assisted students to assess the depth of knowledge and understanding they possessed)
- · Students not accepting the difference in their peers – this could be both from the perspective of, I’m too good to be talking to you or, I feel like a fool and want to duck my head and pretend I’m not here
- · Students not asking questions – either because they already know, or are scared they will look less competent if they ask for fear of being ridiculed
This approach also works well for highly capable students, who may have become complacent about their own learning. They hear the words, and presume they know all there is to know…
From my own reflective practice, I created this concept to assist my students to become reflective learners.
Check out this article on Normalising Mistakes in the classroom - A Growth mindset approach
WHY I CREATED In the ditch
SCENARIO
Teacher: “Today we are going to be learning about METAPHORS and SIMILES…”
Students (yes multiple): “WE already know about these!”
Teacher: “Okay, HOW well do you know and understand these concepts?”
A test was created, aligned to the proficiency scale (Blooms)
The test included questions like:
1. What is a metaphor?
2. Can you give me a metaphor?
3. Can you recognise the metaphor in the following text?
4. Can you explain, in YOUR own words, what a metaphor is?
The RESULTS CAME IN!
The students were SHOCKED, to say the least, when all they could do was write down the EXPLANATION GIVEN to them by a prior tutor. They were able to explain what a metaphor was (answer to question
1).
This is the lowest level of blooms – to parrot./ know
Not one student could answer questions 2 – 4… -
Even I was a little shocked at that outcome
THEN they began to reflect on their own learning…
See the IN THE DITCH IMAGE - LEVELS OF LEARNING!