Jennifer Milani – ID: 9505531

EDPROFST 608B: Learning and Teaching in New Zealand

Assessment Task 3: Effective differentiated planning and teaching
PART A: Differentiated Action Plan template
Vocab Key: SS - students

DIFFERENTIATED LEARNING EXPERIENCE 1 DIFFERENTIATED LEARNING EXPERIENCE 1

FOCUS OF CHANGE FOR CONTENT. JUSTIFICATION FOR CONTENT CHANGE.

It is extremely important to set the scene by presenting the
vocabulary before undertaking the reading. This will allow the
students to feel comfortable during the lesson while new
language is being presented.
The original lesson relied heavily on SS
understanding the language. However, regarding
ESOL SS the target language needs to be taught
before SS are able to read and relate to the
vocabulary written in books.

“We can adapt the materials or mechanisms

through which students gain access to that
important information (Tomlinson, 2014, p.18).”

Separately show the words for the weather.

Sunny, Cloudy, Rainy, Snowing, Stormy
On the table, invite SS to draw the weather and say what it is.

For Example: “It is rainy.”

Model asking and answering Questions

Show vocab cards with words: see, the

Draw for see to aid while demonstrating

Explain to the SS these are the important words for this book

Prepare a weekly weather chart for SS to fill out at home with

their families. Ask SS to draw in the weather and practice “…for a lesson to be truly powerful it must go home
writing the word in the boxes provided. with the child.” Tomlinson (2014, p.54)

The weekly weather chart invites families to be

involved as well as reinforcing the target language
giving SS ownership of the vocabulary.

PEER FEEDBACK COMMENTS

- ESOL students, realized students didn't understand content in book, great observation!
- Great to pinpoint target language
 Jennifer Milani – ID: 9505531

- Pointing to image and using language with students to they can visually link word to image
- Assessment testing by getting to draw pictures, great idea, great use of manipulatives by assessing in many
ways and giving option to how they deliver their knowledge
- Great use of take home work for students to cement ideas and working with their families
- Great reinforcement of language and great healthy environment links by getting student to work at home with
family

Feedforward:
- Explain more detail why group is separated into all ESOL students and where they will be going from here

DIFFERENTIATED LEARNING EXPERIENCE 2 DIFFERENTIATED LEARNING EXPERIENCE 2

FOCUS OF CHANGE FOR PROCESS. JUSTIFICATION FOR PROCESS CHANGE

Youtube video – How’s the weather “Increase the variety of ways in which you ask them
to process their understandings- helping them to
LEARN.” (Garret L (2018) lecture notes powerpoint
slide 15)

Offering learning using music, images and drawing

Through music SS will relate to the context while creating an
enjoyable atmosphere.
Teacher to draw favourite weather picture.
This is my favourite weather because I like the rain….. (show
page 3 to match drawing with book).
Give SS the whiteboard marker pens. Ask them to “draw me
your favourite weather from the book.” Teacher to ask SS
individually about their drawings.
For more advanced ESOL SS prewrite sentences in SS books
for them to copy... For more challenged SS have prewritten
sentences typed up in sentences. SS are to cut out the
sentences and paste them into their books.
2 Steps:
Beginner SS use pre-typed SS for them to cut and paste
See the rain. It is stormy.
More advanced SS demonstrate writing a sentence i.e.
See the sun. It is sunny. It is hot.
Use a model book here for this group as they are still
establishing CAPS (concepts about print)
✓ Writing from left to right
✓ Capital letter at start of sentence
✓ Use alphabet cards to show the letters and how they
are written
gives SS opportunities to find the best learning
system suited to their skills.
“…teachers who differentiate provide specific
alternatives for individuals to learn as deeply as
possible and as quickly as possible, without
assuming one student’s road map for learning
is identical to anyone else’s” (Tomlinson, 2014,
p.4).
Allow SS to work at their pace collaboratively
however offering ample opportunities to develop
learning individually. ESOL SS especially become
embarrassed when put on the spot to speak.
Cultural sensitivity definitely needs to be addressed
here especially for Japanese and Chinese SS.
Offer SS variety in tasks due to their independent
level: ie writing tasks
“…the ‘how’ of teaching. In differentiated instruction,
the way you teach reflects the learning styles and
preferences of your students. You can modify
process by adding greater complexity or
abstractness to tasks, by engaging students in
critical and creative thinking, or by increasing the
variety of ways in which you ask them to learn
(Heacox, 2012, p.11.). “
This book could be used to set up the writing
structure and then only referred to by SS who still
lack confidence initiating writing.

PEER FEEDBACK COMMENTS

- Great use of multimodal by incorporating flash cards (visual) and music (auditory)
- Great use of them together to create multiple intelligences
- Scaffolding their speech is a good idea to get them to use their language and verbally articulate the words
- Good use of incorporating writing and speaking
- Great use of learner profile to differentiate the learning experiences

DIFFERENTIATED LEARNING EXPERIENCE
FOCUS OF CHANGE FOR PRODUCT.
Show pictures from previous day.
sunny, cloudy, rainy, stormy, snowy
Ask if SS can remember what they are?
Show the words and ask SS to match the word with the
picture.
Open each page asking SS how is the weather?
Discuss the pictures.
Ask SS to peer talk about the weather was in the story.
Teacher to draw favourite weather picture.
This is my favourite weather because I like the rain…..
(show page 3 to match drawing with book).
Give SS the whiteboard marker pens. Ask them to “draw me
your favourite weather from the book.” Teacher to ask SS
individually about their drawings.
2 Steps:
Beginner SS use pre-typed SS for them to cut and paste
See the rain. It is stormy.
More advanced SS demonstrate writing a sentence i.e.
See the sun. It is sunny. It is hot.
SS reread book with a peer while teacher listens and then
again upon completion of writing with teacher individually
PEER FEEDBACK COMMENTS
- Good use of scaffolding in writing so they don’t feel left behind and not supported
- Good use of materials to gain insight on where they are at
- Listening to language used and associating images with language used is a good way to assess
understanding
- Incorporating peer work great way to add to learning environment
- Writing as a form of assessment is great because able to grasp understanding
DIFFERENTIATED LEARNING EXPERIENCE
FOCUS OF CHANGE LEARNING ENVIORNMENT.
One Guided Reading lesson adapted from 20min lesson to be
done over consecutive days (possible 2 or 3 per book)
Jennifer Milani – ID: 9505531
DIFFERENTIATED LEARNING EXPERIENCE
JUSTIFICATION FOR PRODUCT CHANGE
Opportunities to show what they know/remember
using language presented in previous lesson. Also
ties into homework activity weather chart.
“How students show what they know, understand,
and can do” (Tomlinson, 2014, p.2).
“Effective products hold students accountable for
using the foundational information, understandings,
and skills of the unit (or other extended learning
sequence). Products can take such forms as
student projects, authentic assessments, tests,
solutions to problem-based inquiries, exhibitions,
portfolios, and so on (Tomlinson, 2003, p.5).”
Using previous pictures inviting SS to draw and
discuss their images is a subtle assessment for the
teacher to ascertain if all SS are ready to begin
reading.
Making it personal
“When subject matter is dynamic, intellectually
intriguing and personal - when it bestows power to
the learner – the details also become more
important and memorable.” Tomlinson (2014, p.4)
Fundamental step to achieve product stage. Writing
is used as a form of assessment of understanding
both text and context of the chosen book.
“At its most basic level, differentiating the
curriculum means ‘shaking up’ what goes on in the
classroom so that students have multiple options
for taking in information, making sense of ideas,
and expressing what they learn.”
(Tomlinson, 2001, p.1).
SS to reread book with a peer and then again
individually with teacher to assess SS overall
understanding and readiness to move onto next
book.
DIFFERENTIATED LEARNING EXPERIENCE
JUSTIFICATION FOR LEARNING
ENVIORNMENT CHANGE
Guided Reading Lesson to be structured over a
number of days to allow the ESOL group time to
 Jennifer Milani – ID: 9505531

understand the concepts before reading and then

Seat SS around a moon table
Move the moon table away as far as possible from other SS to
avoid distractions.
If possible utilise a moon table that has a whiteboard top (if not
available have lots of pens and paper on hand).
Changing lesson from drawing, learning vocabulary, singing,
reading and then writing keeps SS enthusiastic and motivated.
Reinforce positively each effort a student does to set up an
encouraging environment. Ie good job, great work, I like how
you…..
Utilise body language to accompany sentences awarding
students efforts in positive ways.
Lean forward, smile, nod, concentrate and look at the SS
directly (AVOID writing while a SS is talking).
Marking: teacher to mark individually each piece of writing
using stickers, offering feedback and providing goals to work
on.
writing.
“Differentiated instruction means changing the
pace, level or kind of instruction you provide in
response to individual learners’ needs, styles or
interests” (Heacox, 2012, p. 5).
The LEARNING ENVIRONMENT is essential in the
movement of the group away from distraction as
well as utilising productive furniture like a
whiteboard moon table.
One of the facets for creating equity in today’s
classrooms is Affect that can be achieved through
positive reinforcement.
Reinforce positively each effort a student does to
set up an encouraging environment. Teacher can
use rewarding phrases, positive body language and
rewarding feedback.
“Creating learning-focused, respectful and
supportive learning environments.”
(Grudnoff et al., 2017, pp.305-326).

PEER FEEDBACK COMMENTS

- Good observation of making lesson longer

- Good environment change of moving away from other groups as so not distracted
- Students back to class good change as not focussing on other students
- Good consideration moving away from other students as to not disturb other students in class when doing
singing and dancing
- Good use of praise and reinforcement to build confidence and happiness

MARKING RUBRIC –PEER FEEDBACK GROUP TO DETERMINE MARK OUT OF 10

A+ A A- B+ B B- C+ C C- D+ D D-
9-10 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 0-3.5

Key criteria:
● Effective, responsive differentiation of CONTENT, PROCESS, PRODUCT and LEARNING ENVIRONMENT
evident for FOUR selected learning experiences

● Justification comments clearly linked to theory/literature, and demonstrate CLEAR understanding of the key
role of EACH of the FOUR PRINCIPLES of effective differentiated teaching practice.

TOTAL MARK OUT OF 10. 10 /10

 Jennifer Milani – ID: 9505531

REFERENCES:

Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2017). Teaching
for equity: Insights from international evidence with implications for a teacher education
curriculum. The Curriculum Journal, 28(3), pp.305-326.
http://dx.doi.org/10.1080/09585176.2017.1292934

Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and
teach all learners, grades 3-12. MN: Free Spirit.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.,

p.1). Alexandria, VA: Association for Supervision and Curriculum Development

Tomlinson, C., & McTighe,J. (2006). Integrating differentiated instruction and understanding
by design: Connecting content and kids. Alexandria: Association for Supervision &
Curriculum Development: ProQuest Ebook Central. Retrieved from
http://ebookcentral.proquest.com/lib/auckland/detail.action?docID=3002130.

Tomlinson, C. (Ed.). (2014). The Differentiated Classroom: Responding to the Needs of All
Learners, (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved from
http://ebookcentral.proquest.com/lib/auckland/reader.action?docID=1709534&ppg=25