EDUC107 Learning and Diversity

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EDUC107Learning and Diversity : 

EDUC107Learning and Diversity What is Curriculum Differentiation and why is it important? Narrated by David O’Malley

What is curriculum? : 

What is curriculum? Different ideas: That which is taught in schools Curriculum defined as content Curriculum defined as a product – a document that includes details about goals, objectives, content, teaching techniques, evaluation and assessment, and resources Curriculum as a set of performance objectives The curriculum (in the broadest sense) includes the entire scope of learning experiences occurring in and out of school. (Kleeman 2010)

What is curriculum? : 

What is curriculum? Examples: The way we deliver a maths lesson The topic for next weeks test The essay we set for homework The exam students sit for the HSC The report card that gets sent to parents. The use of the internet to teach. It’s all of these things.

Who are our students? : 

Who are our students?

Who are our students? : 

Who are our students? Element 2 of the NSW Institute of Professional teaching standards state that there are 4 equity groups that teachers are required to demonstrate knowledge and understanding of strategies. These are: Aboriginal and Torres Strait Islander students Students with Special Education needs Non-English Speaking Background students Students with Challenging Behaviours They are also: Exceptional students Gifted Physically and intellectually disabled, culturally different students would be catered for. Marsh, C. (2008)

Who are our students? : 

Who are our students? NSW department of Education and training policies on access and equity: Aboriginal education Disabilities Gifted and talented Homosexuality Learning difficulties Multicultural Racisim

What is curriculum differentiation? : 

What is curriculum differentiation? NSW Department of Education and Training (2004): slight to major modifications of the curriculum through adjustments to content, processes and skills. Differentiation should include enrichment and extension activities. Braggett (1997): Enrichment refers to the broadening of the curriculum to develop knowledge, application thinking skills and attitudes, to a degree of complexity appropriate to the students’ developmental level. Tomlinson and Allan (2000) Not a separate lesson plan for an individual student but rather it is having high expectations for all students and allowing students to learn new material at their own pace.

What is curriculum differentiation? : 

What is curriculum differentiation? Favorite definition: Creating multiple paths for all students of all abilities, knowledge, skills, attitudes, learning styles, problem solving, and individual talents, our role as teachers should be: “MASTERY OF ALL”

Methods of Curriculum Differentiation : 

Methods of Curriculum Differentiation Cultural Diversity Create a classroom atmosphere in which the learners’ backgrounds and cultures are valued and recognised. Increase the contact with the student’s parents to ensure frequent two-way feedback of the student’s performance acknowledging language barriers. Provide opportunities for the student to work with others in small group activities. The challenge for each classroom teacher is to reduce prejudice and foster tolerance (Brennan 1998).

Methods of Curriculum Differentiation : 

Methods of Curriculum Differentiation Special Education Needs (Physical or intellectual disability) Develop a clear understanding of the actual disability to know limitations. Present material in small steps in the case of intellectual disability. Wear a microphone in the case of a hearing impaired student. Be sensitive to the pressures and frustrations of parents with disabled children – use frequent parent-teacher meetings.

Summary : 

Summary Students are diverse Need to understand our students Need to tailor curriculum for ALL students through curriculum differentiation Different methods of curriculum differentiation

References : 

References Braggett, E. (1997). Differentiated programs for secondary schools; Units of work for gifted and talented students. Highet, Vic: Hawker Brownlow Education. Brennan, C. (1998). Why isn't it being implemented? Race, racism, and Indigenous education, In Partington, G. (ed.) Perspectives on Aboriginal and Torres Strait Islander Education (pp.147-170), Katoomba: Social Science Press. Marsh, C. (2008). Becoming a teacher: Knowledge, skills and issues (4th Edition). Frenchs Forest: Pearson Education Australia. Marsh, C. & Willis, G. (2007) Curriculum Alternative Approaches, Ongoing Issues (4th Edition). Columbus ,Ohio: Pearson, Merrill, Prentice Hall. NSW Department of Education and Training (2004) Policy and implementation strategies for the education of gifted and talented students, Sydney: NSW Department of Education and Training. Thomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiation schools and classrooms. Alexandria, VA: ASCD Strategies for Curriculum Differentiation to Accommodate Diversity (n.d). Retrieved 9 April 2010 , from http:/…

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