Differentiation

for
Gifted/High Ability Students

in the Diocese of Broken Bay

Guidelines K - 12


Purpose

The Broken Bay Diocesan School System is committed to the education of gifted/high ability students in an inclusive setting. In particular, the Catholic Worldview obliges schools and teachers to respect and understand the unique dignity of each student in their care. If we are to provide challenging learning experiences, maintain developmentally appropriate expectations for all students and promote achievement then flexible learning environments are required (Masters, 2013 pg 15).

Students with diverse learning needs impose on us the need to embrace the curriculum in its broadest way.

Definitions

Differentiation describes an informed response by teachers to variance among learners in the classroom when they modify instruction for an individual or a small group. It requires a deep understanding of student needs and appropriate strategies to best address them (Tomlinson 2001).

A differentiated classroom incorporates planned learning experiences that allow students to progress from already mastered curriculum enabling gifted/high ability students to learn more advanced concepts at an earlier age and at a deeper level.

Educational equity does not mean educational sameness. Equity respects individual differences in readiness to learn and recognises the value of each student.


Differentiation Guiding Principles for Gifted/High Ability Students

The Gifted Education Statement for the Broken Bay Diocesan School System (2014) states “Differentiation requires teachers to recognise and commit to planning for student difference”. The areas outlined in the Gifted Statement are explored in more depth below:

Identifying Learning Needs
How do we identify individual learning differences based on interests, learning needs and readiness? / ·  Use fit for purpose multiple data sources
·  Pre-assess prior knowledge to ensure that appropriate learning provisions are in place
·  Recognise required teacher learning
Differentiating Content
How do we provide a high-quality concept-driven curriculum? / ·  Emphasise enduring understandings and outcomes of significance
·  Provide opportunities for transfer of learning to new contexts
·  Advance higher order thinking, reflection, questioning and discussion skills
·  Design open-ended, tiered and parallel tasks at different levels of difficulty
·  Access extension and enrichment programs
·  Use of curriculum models to promote critical and creative thinking
How might we modify learning outcomes? / ·  Reference off-level outcomes in teaching programs
·  Use learning continuums to map students
·  Compact, align, accelerate and extend syllabus outcomes
·  Articulate what students should know, understand and do upon unit completion
·  Focus on higher-order, complex, abstract and conceptual thinking
·  Provide more difficult tasks to challenge students at point of learning need
·  Provide opportunities for creative responses
·  Personalise learning goals developed through negotiation with students
Differentiating Processes and Learning Environment
How can classroom structures support differentiation? / ·  Allow flexible pacing and accelerative options
·  Organise responsive, flexible and varied grouping
·  Provide a variety of resources
·  Encourage self-directed learning, inquiry and time to pursue in-depth investigations
·  Provide opportunities for like-minds to collaborate
·  Promote high expectations
·  Develop a learning environment that values diversity, emotional well-being and positive social interactions
·  Provide opportunities for choice
·  Encourage risk-taking
·  Promote problem finding and problem solving
·  Foster creative, critical, reflective and conceptual thinking skills
·  Recognise and address underachievement
·  Nurture positive learning behaviours
·  Link with parents and external professionals
·  Connect students with mentors and field experts
·  Differentiating Evidence of Learning
How can we use assessment to improve learning and achievement? / ·  Design tasks that enable high ability to emerge
·  Use evidence to make adjustments for continuous improvement
·  Include opportunities for self and peer assessment to build self-efficacy and self-regulation
·  Provide meaningful, constructive and timely feedback including “where to next”
·  Co-construct success criteria and rubrics
What ongoing evaluation and reflective practices can support differentiation? / ·  Use high yield strategies such as CASL, co-teaching, instructional walks, practice analysis conversations
·  Ask compelling questions
·  Develop students’ metacognition – planning, monitoring, assessing and reflecting on their learning – to increase self-regulation

(Maker, 1982; Tomlinson, 2001; Chandra Handa, 2012; Van Tassel-Baska, 2003)

The development of the whole person is at the heart of Catholic education.

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