ED2135 Lecture Notes - Lecture 3: Venn Diagram, Jean Piaget, Theory Of Multiple Intelligences
Introduction to Teaching Skills
Lecture Three – Week Three
Catering for Difference
• Assignment
o Cater for gifted and talented as well
▪ Extend their learning as much as possible
o English as an alternative language
▪ Make sure we somehow they are incorporated in the learning
o You have some flexibility in how you present the written grid.
▪ We will explore this in the tutorial.
o Your aim in the presentation is to engage the class in your activities and state how you would incorporate
your grid in your classroom.
o The key to teaching students is to understand that they all learn differently.
▪ It is essential that teachers adapt their teaching style (activity selection) to suit the different
learning styles that exist in a classroom.
• This week’s outcomes
o By the end of Week 3 you should be able to:
▪ Explain the basic theoretical principles of MI
▪ Demonstrate the practical application of MI for self and students
• The Differentiated Classroom
o The Differentiated Classroom is a classroom where teachers provide specific ways for each individual to
learn as deeply and as quickly as possible - Marsh (1996)
▪ Some children learn by:
• Watching – visual learner
• Doing – body kinaesthetic
• Differentiation
o Differentiation is a philosophical approach to teaching. It looks at acknowledging, understanding and
catering for differences in learners. It sees group work, fairness and equity as underpinning principles.
▪ We need to cater for the differences that occur in the learning environment situation
▪ Underpinning principles
• Australian Curriculum and Differentiation
o Student diversity
▪ meeting diverse learning needs
▪ Personalised learning
o Students with disability
o Gifted and talented students
o Students for whom EAL/D
• Differentiated Curriculum is not:
o Individualised instruction
o Chaotic
o Set Homogenous (common) grouping
• Differentiated curriculum is:
find more resources at oneclass.com
find more resources at oneclass.com
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o Proactive – teachers plan a variety of ways to “get at” learning
▪ Plan a different variety of strategies
o Quality not quantity based - e.g. giving an advanced student twice as much work may be detrimental to
developing positive dispositions, instead the nature of the task needs to alter
▪ Children who finish early, generally who do it well, are the brightest
▪ They will soon find out that it is not rewarding getting more work
• Set more challenging tasks about the given task
o Providing multiple approaches to content, process and product – what they learn, how they learn and how
they demonstrate it.
o Student centred
▪ recognises that learning must be engaging, relevant, interesting and based on individuals’ prior
knowledge.
o A blend of whole class, group and individual instruction
▪ Formative Assessment
o “Organic”
▪ on-going collaboration with students refining and adjusting the learning opportunities, change and
growth are always possible
• Where do I start?
o AITSL Standard One
▪ Know your students and how they learn
• Planning for ‘Struggling’ Learners
o Like advanced learners, this too may vary over time, context and skill.
o Look for positives
o Focus on strengths
o Create relevant learning experiences
o Focus on main concepts and the big picture.
o Teach up to them, don’t give easy tasks.
o Use many avenues to learning
o Be patient
o Learn about them as learners
o Believe in them
o Use co-operative learning techniques
• Differentiating Content
o Emphasis is on the key concepts and principles
▪ Offer concrete learning opportunities alongside complex and abstract (CRA Model)
▪ Use varied texts and resources
▪ Provide different levels of the same text – from simple dot points to detailed information. Will this
suit the “NON linguistic” learners?
• Intelligences
o “All students can learn and succeed, but not all on the same day, in the same way”
▪ William G. Spady
• Defining Intelligence
o Old View
▪ Intelligence was
• fixed
• measured by number
• measured in isolation
• used to sort students and predict their success
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Catering for difference: assignment, cater for gifted and talented as well. It is essential that teachers adapt their teaching style (activity selection) to suit the different learning styles that exist in a classroom: this week"s outcomes, by the end of week 3 you should be able to: It looks at acknowledging, understanding and catering for differences in learners. Intelligences: all students can learn and succeed, but not all on the same day, in the same way , william g. spady, defining intelligence, old view. Intelligence was fixed: measured by number, measured in isolation used to sort students and predict their success. Interpersonal: theorists, children learn better on their own. Write a letter home to one of the wives pretending you are the soldier. Show similarities and differences between two characters on a venn diagram. Locate songs that show the futility of war. With a partner, change the ending of the book.
