The base level of competency, layer C, is basic learning and skills. Practising quality differentiation is much more about knowing what matters to teach, realising that learning happens in us rather than to us, continually reflecting on the ‘particularness’ of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring to us as individuals. When a firm pursues differentiation strategy, it attempts to become unique in the industry, by offering those products and services, which have value to the customers. …..teacher growth in differentiation is not so much about introducing tiered lessons, independent study alternative forms of assessment – or even moving to multi-text adoption. Tier two: Choose two or three heroes and compare them in a Venn diagram. Do you want to know only enough information to think of other things to do? Varied versions of an ill-focussed product are no more helpful. Wash your hands, cover your cough and stay home if you’re sick. Tier one: Identify all the ways you can group your pattern blocks. xref Create groups based on readiness or interest. ‘What’ and ‘how’ teachers differentiate depends on the needs of the students in the class at any one time. 2. Developed by educator and author Kathie Nunley (2006) the approach came as a response to her classroom experiences with high school students. • Some firms using a focused differentiation strategy concentrate their efforts on a particular sales channel, such as selling over the Internet only. an assignment or project that everyone must complete. strategy: Cost leadership, differentiation, focus on cost leadership, focus on differentiation, and integration cost leadership/ differentiation strategy. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. the impact of a unit change in x on the level of y b = = x y ∆ ∆ 2 1 2 1 x x y y − − 3 If the function is non-linear: e.g. Be sure the way you teach is original. In other instances, firms are well-known for their sleek product design or efficient customer service. Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Differentiation strategy is a way for a business to distinguish itself from the competition. One of the best ways to introduce cubing is to apply the activity to a common or familiar object. critique the author’s writing and support your opinion (evaluation). They represent two distinct types of competitive advantage: i. Use assessment data and student profiles to determine student readiness, learning styles, or interests. There are 3 mysterious objects in a box on a museum shelf. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy. Thousand Oaks: CA: Corwin. The classical strategy framework focuses on elements of market scope and competencies of the business. The theoretical framework gives an overview of the differentiation strategies; it also provides the reader with a description of branding, consumer decision process, competitive advantage, strategic customer and key competitors. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. For example, a year 3 class is learning to identify the parts of fractions, and diagnostics indicate that 2 students already know the parts of fractions. Learning some new ‘tricks’ with little sense of why they matter is less helpful. 2. 0000002195 00000 n Wormeli (2006) suggests placing the menu options in a restaurant menu style (see below) that could include an ‘appetisers’, a ‘main dish’, ‘side dishes’, and even ‘desserts’. Layer A consists of questions that ask students to analyse a topic. Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student’s readiness, interests and learning profile. Our focus is on the whole child, including academic, physical, social and emotional facets. As you listen, you get more and more interested - and what do you most want to know? 0000000016 00000 n apply it – what can you do with the object/ how can you use the object? 0000001687 00000 n This is where students apply and manipulate the information. Identify the outcomes and instructional focus of a unit of study. Allow students to complete any three tasks - even if the completed tasks don’t make a Tic-Tac-Toe. Include condensation, evaporation, melting point, freezing point, expanding and contracting in your chart. Analyse how landforms produce economic advantages that establish settlements. The advanced tier shouldn’t just be more of the same thing (tier three). corpus id: 32483087. differentiation in outcomes focused physical education: pedagogical rhetoric and reality @inproceedings{whipp2013differentiationio, title={differentiation in outcomes focused physical education: pedagogical rhetoric and reality}, author={p. whipp}, year={2013} } Students all use the same materials but what they do with the materials is different. Most teachers at some times and in some ways obviously adapt or adjust for students’ learning needs. Heacox D. (2002) Differentiation Instruction in the Regular Classroom: How to Reach and Teach All Learners, Minneapolis, MN: Free Spirit. A teacher who cannot learn to trust and share responsibility with his/her students, would, at best have students seated in rows and completing varied worksheets silently and alone. Frequently, no right or wrong answer exists. In maths, create problems for students to solve. apply the lessons you’ve learned from studying WW1. Businesses looking to build a broad or focused differentiation strategy will need to produce or design extremely unique or distinctive products or services that create increased value for the consumer. Topic 6: Differentiation Jacques Text Book (edition 4 ): Chapter 4 1.Rules of Differentiation 2.Applications . 0000001343 00000 n The top level of competency, layer A is critical thinking. 2005 ASCD Annual Conference. Nunley says the purpose of layer A is to teach students critical thinking skills and to apply their classroom learning into their daily lives. Students complete three tasks, one of which must be the task in the middle square. associate it – what do you associate the object with/ what does it make you think about? Many businesses have matured with unique capabilities in effectively managing costs and supply chain, for example. …..teacher growth in differentiation is not so much about introducing tiered lessons, independent study alternative forms of assessment – or even moving to multi-text adoption. After students have read and taken notes on the chapter, the teacher reviews, with the whole class, the basic information on landforms. Practice enhancement and differentiated pedagogy are needed to address the additional needs of an increasing number of diverse learners. Threat of substitutes is reduced in case of the differentiation strategy due to customer loyalty to the unique aspects of a particular product or service, which no substitute product can offer in the customer's mind. Approaches to differentiation include developing unique brand images, unique technology, unique features, unique channels, unique customer service or the like. She suggests a menu-like approach to the tasks in each layer. Rick Wormeli (2006) suggests incorporating Bloom’s Taxonomy: Knowledge - students recall and cite content, Comprehension - students demonstrate their understanding of the content, Application - students use their knowledge and skills in a different way or situation, Analysis - students break down topics into pieces and analyse them, Synthesis - students consider aspects that seem to contradict each other and form something new.