1. A presentation onA presentation on
Curriculum DifferentiationCurriculum Differentiation
Value Adding - Bloom’s Taxonomy
Raewyn DonaldRaewyn Donald
PEAC Co-ordinator – SMERPEAC Co-ordinator – SMER

2. TODAY’S OUTCOME
• Understand the terms:
• Differentiation, Enrichment and Extension
• Plan and program for all students by
differentiating the curriculum:
• Maker Model
• Blooms
• Graphic Organisers
• Where to next?
• Creative and Critical thinking in the Australian Curriculum

3. CURRICULUMCURRICULUM
DIFFERENTIATIONDIFFERENTIATION
WHAT IS IT?WHAT IS IT?
A broad term referring to the need to tailorA broad term referring to the need to tailor
teaching environments and practices toteaching environments and practices to
create appropriately different learningcreate appropriately different learning
experiences for different students.experiences for different students.
IN OTHER WORDS:IN OTHER WORDS:
The teacher plans for the diverse needs ofThe teacher plans for the diverse needs of
students.students.

4. WHY DIFFERENTIATE?WHY DIFFERENTIATE?
• One size fits all instruction does notOne size fits all instruction does not
address the needs of many studentsaddress the needs of many students
• Kids come in different shapes and sizesKids come in different shapes and sizes
as well as interests, learning profilesas well as interests, learning profiles
and readiness levelsand readiness levels
• We need to do more thanWe need to do more than
‘‘tailor the same suit of clothes.’tailor the same suit of clothes.’

5. HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE?
ByBy
• deleting already mastered materialdeleting already mastered material
• adding new content, process or productadding new content, process or product
expectationsexpectations
• extending and enrichingextending and enriching
• accelerationacceleration
• writing new courses or units that meet thewriting new courses or units that meet the
needs of all studentsneeds of all students

6. What differentiationWhat differentiation
ISIS
• A range of learningA range of learning
options (2-4 activities)options (2-4 activities)
• Based on knowledge ofBased on knowledge of
where students are ‘at’where students are ‘at’
and where they need toand where they need to
progress toprogress to
• Flexible and evolvingFlexible and evolving
groupsgroups
• About quality of tasks notAbout quality of tasks not
quantityquantity
• Well planned andWell planned and
student centredstudent centred
What differentiation
ISN’T
• Individualised instruction
(30 IEPs)
• Based on the need to
cover a certain amount of
content in a certain time
• ‘Streaming’ or fixed
grouping
• Giving more or less of
the same work
• Students choosing
everything they do

7. So why do we need toSo why do we need to
worry?worry?
• Professional obligationProfessional obligation
• Complies with the PrinciplesComplies with the Principles
of Learning and Teachingof Learning and Teaching
• Excellence and Equity –Excellence and Equity –
Priority 1Priority 1

8. DON’T PANIC ….DON’T PANIC ….
• You are almost certainly differentiatingYou are almost certainly differentiating
to some degree alreadyto some degree already!!
• Build on what you are doing alreadyBuild on what you are doing already
• Make small changesMake small changes (one area at a time)(one area at a time)
• Put clear plans in placePut clear plans in place (for seeking help,(for seeking help,
early finishers, handing in work etc)early finishers, handing in work etc)
• Involve your students in these plansInvolve your students in these plans
(give them as much responsibility as(give them as much responsibility as
possible)possible)

9. What kinds of things do you doWhat kinds of things do you do
to maximise student learning?to maximise student learning?

10. TELL ME MORE….TELL ME MORE….
Teachers can differentiateTeachers can differentiate
• Content (the What)Content (the What)
• Process (the How)Process (the How)
• Product (the Why)Product (the Why)
• Learning environment (the Where and When)Learning environment (the Where and When)
according to students’according to students’
• readinessreadiness
• interestsinterests
• learning profilelearning profile
through a range of instructional andthrough a range of instructional and
management strategiesmanagement strategies

11. DIFFERENTIATION –DIFFERENTIATION –
MAKER MODELMAKER MODEL
• Content (The What)Content (The What)
Use the students abilities to build a richerUse the students abilities to build a richer
more diverse knowledge basemore diverse knowledge base
• Process (The How)Process (The How)
Promote creativity and higher cognitivePromote creativity and higher cognitive
skills and productive use of knowledgeskills and productive use of knowledge
mastered.mastered.

12. DIFFERENTIATION –DIFFERENTIATION –
MAKER MODELMAKER MODEL
• Product (The Why)Product (The Why)
Facilitate opportunities for talentedFacilitate opportunities for talented
students to produce a product thatstudents to produce a product that
reflects their potential.reflects their potential.
• Learning Environment (The WhereLearning Environment (The Where
and When)and When)
Create a learning environment whichCreate a learning environment which
encourages students to engage theirencourages students to engage their
abilities to the greatest extent possible.abilities to the greatest extent possible.

13. DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES
• Compacting the CurriculumCompacting the Curriculum
• Cubing/Tiered AssignmentsCubing/Tiered Assignments
• Extension MenusExtension Menus
• Learning CentresLearning Centres
• Learning ContractsLearning Contracts
• Independent StudyIndependent Study

14. ENRICHMENTENRICHMENT
• Independent researchIndependent research
• Critical/creative thinking skillsCritical/creative thinking skills
• Levels of questioningLevels of questioning
• Problem solvingProblem solving
• Complex ICTComplex ICT
• Cooperative learningCooperative learning
• Guest SpeakersGuest Speakers

15. EXTENSIONEXTENSION
• Learning CentresLearning Centres
• Challenge CentresChallenge Centres
• Parallel programmingParallel programming
• ContractsContracts
• Complex ICTComplex ICT
• Peer TeachingPeer Teaching
• MentorsMentors

16. BLOOM’S TAXONOMYBLOOM’S TAXONOMY
and the Differentiated Curriculumand the Differentiated Curriculum
• Developed by Benjamin Bloom in 1950sDeveloped by Benjamin Bloom in 1950s
• Provides a way to organise thinking skillsProvides a way to organise thinking skills
into six levels, from the most basic to theinto six levels, from the most basic to the
more complex levels of thinkingmore complex levels of thinking
• Continues to be one of the mostContinues to be one of the most
universally applied pedagogical modelsuniversally applied pedagogical models
• 1990s – taxonomy revised by Lorin1990s – taxonomy revised by Lorin
Anderson (former student of Bloom)Anderson (former student of Bloom)

17. Original Terms New TermsOriginal Terms New Terms
• EvaluationEvaluation
• SynthesisSynthesis
• AnalysisAnalysis
• ApplicationApplication
• ComprehensionComprehension
• KnowledgeKnowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering

18. Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Understanding
Remembering
Analysing
Applying
Creating
Evaluating
Davis & Rimm
(2004)

19. So how do youSo how do you
use Bloom’suse Bloom’s
in thein the
classroom?classroom?

20. DIFFERENTIATING BLOOM’SDIFFERENTIATING BLOOM’S
BUILD BLOCKS TO THINKBUILD BLOCKS TO THINK
Increasing complexityIncreasing complexity
Breadth and depthBreadth and depth

21. GRAPHIC ORGANISERSGRAPHIC ORGANISERS
• Concept MapsConcept Maps
• Mind MapsMind Maps
• KWL/KWLHKWL/KWLH
• PMI/PMIIPMI/PMII
• T Chart/ Y ChartT Chart/ Y Chart
• Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams
• Flow diagramsFlow diagrams
• StoryboardingStoryboarding
• Fishbone / Cause and Effect WheelFishbone / Cause and Effect Wheel

22. THINKERS’ KEYS
Tony Ryan
• A range of question starters presented as
keys to unlock the analytical, critical and
creative thinking abilities of students
• 20 activities
• Designed to motivate and engage
students in a wide range of
thinking tasks

23. QUESTION STARTERS
The Reverse The Commonality
The What if? The Inventions
The Alphabet The Alternatives
The BAR The Question
The Construction The Brainstorming
The Disadvantages The Forced Relationship
The Different uses The Combination
The Prediction The Interpretation
The Picture The Brick Wall
The Ridiculous The Variations

24. B A R
• B Bigger What could be made bigger?
• A Add What can be added to the
design?
• R Remove/replace
What can be removed from the
design?

25. How Can You Use Them?
• Introduce a few keys at a time
• Can be used in isolation
• Can be used as a quick 3 minute motivational
exercise
• Sheets of Thinkers’ Keys for class theme as
extension activities
• Whole Class Activity
• Student extension where a key is selected and
the student has to create the activity

27. WHERE TO FROM HERE?WHERE TO FROM HERE?
HOTSHOTS
• Critical ThinkingCritical Thinking
• Creative ThinkingCreative Thinking
Australian CurriculumAustralian Curriculum
• General CapabilitiesGeneral Capabilities

28. The mind is not a vessel toThe mind is not a vessel to
be filled,be filled,
but a fire to be kindled.but a fire to be kindled.
PlutarchPlutarch