Junior School
Differentiation of Teaching and Learning The International Baccalaureate PYP (Primary Years Programme) and NESA (National Education Standards Authority) documents the requirement for schools to provide differentiation within the daily teaching and learning experiences. Differentiation is the instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. It means providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea. Each unit of inquiry aims to ensure there are engaging, relevant, challenging and significant learning opportunities for all students. Each unit is transdisciplinary in nature. This means that all key learning areas are combined within the inquiry. Through careful planning, we must ensure the content is not topic based. We are always driving our teaching and learning experiences through the conceptual lens. What is the big idea that we want our students to understand? Our goal at Barker is to nurture learning for all students. We acknowledge and recognise that each learner is different and therefore experiences and opportunities for learning are different. If a student requires support or extension in an area of learning, we can very clearly identify what is needed for each student. Adjustments are made for students and work can be planned for individual, small group or whole class.
Reflection is a key component to a rich teaching and learning environment. Reflection by the students and by the teachers is paramount. To authentically differentiate teaching and learning we must be reflecting, documenting and collaborating often. Reflection provides us with the opportunity to think about our thinking, look deeply into evidence and work towards collaborative solutions. Every learner is valued. Every learner is different. Every learner is competent. Every learner is included. Lisa Bonazza Junior School Director of Primary Curriculum/PYP Coordinator
Engaging
Relevant
Of interest to the students and involving them actively in their own learning.
Linked to students’ prior knowledge and experiences, and current circumstances, and therefore placing learning in a context connected to the lives of the students.
Challenging
Significant
Extending the prior knowledge and experience of the students to increase their competencies and understandings.
Contributing to an understanding of the transdisciplinary nature of the theme and therefore to understand commonality of human existence.
‘Inclusion is more about responding positively to each individual’s unique needs. Inclusion is less about marginalising students because of their difference.’ (Learning Diversity in International Baccalaureate Programmes, p.3) At Barker College, we strive to provide all children with access to an education that gives them the opportunity to achieve their personal potential. We believe children learn best in an inclusive environment, which welcomes diversity and nurtures self-esteem. Barker staff collaborate to provide differentiated instruction which meets different learning styles and needs. Time to reflect on differentiation practices is a regular component of collaborative planning discussions and staff professional development.
Autumn 2021 • Issue 130 • The Barker • 5
