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Differentiated Learning Action Plan

The document outlines an education planning process that involves reflection, action, and planning phases. In the reflection phase, teachers annotate and evaluate student outcomes to self-reflect on teaching practices and determine what has changed as a result of differentiation. In the planning phase, teachers determine what skills and knowledge are needed by students and teachers, and what activities can improve student engagement. Teachers also plan tasks informed by the Australian curriculum. In the action phase, teachers collect data to inform teaching, implement differentiated strategies targeted to student needs, and further challenge students through emphasis on ICT.

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81 views1 page

Differentiated Learning Action Plan

The document outlines an education planning process that involves reflection, action, and planning phases. In the reflection phase, teachers annotate and evaluate student outcomes to self-reflect on teaching practices and determine what has changed as a result of differentiation. In the planning phase, teachers determine what skills and knowledge are needed by students and teachers, and what activities can improve student engagement. Teachers also plan tasks informed by the Australian curriculum. In the action phase, teachers collect data to inform teaching, implement differentiated strategies targeted to student needs, and further challenge students through emphasis on ICT.

Uploaded by

api-521462216
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Reflection Phase Action Plan Planning Phase

WHAT CAN I DO BETTER IN THE FUTURE TO TO DETERMINE THE LEVEL OF THREE STUDENTS,
IMPROVE THE EFFECTIVENESS OF PRACTICES? WE NEED TO COLLECT DATA USING FORMAL AND
INFORMAL PRE-TESTS. PROFESSIONAL
HOW CAN I MEASURE THE EFFECTIVENESS OF THE
CONVERSATIONS, PREVIOUS REPORTS AND CLASS
PRACTICES AND STRATEGIES USED?
WORK INFORM PRACTICES.
Planning

Reflection Phase Planning Phase


What skills and
What has changed
knowledge are
as a result of
ANNOTATE AND EVALUATE differentiated
needed by both WHAT ACTIVITIES CAN
student and
process? IMPROVE STUDENT
STUDENT OUTCOMES. teacher?
ENGAGEMENT AND CATER
SELF-REFLECT ON MY FOR THEIR NEEDS?
How can I differiatiate
TEACHING PRACTICES TO work to cater for all
learning needs? WHAT TASKS ARE
SEE EFFECTIVENESS.
INFORMED BY THE
AUSTRALIAN CURRICULUM?
Reflection Action

Using new learning


experiences in
relation to student
Action Phase capabilities. Action Phase
WHAT ACTIVITIES ARE WORKING FOR EACH STUDENT STUDENT CONVERSATION TO DEVELOP
CAPABILITY? STRATEGIES AND ACTIVITIES THAT DIRECTLY
IMPACT STUDENT’S NEEDS.
WHAT DATA CAN I COLLECT TO INFORM MY
TEACHING? FORMATIVE AND INFORMATIVE OBSERVED BY MENTOR TO DETERMINE BEST
ASSESSMENT. STRATEGIES TO IMPLEMENT FOR EACH OF THE
LEARNING NEEDS TARGETED.
HOW CAN I FURTHER CHALLENGE MY STUDENTS? THIS
WILL HAVE A HIGH EMPHASIS ON ICT OBSERVING LEADING MATHEMATICS TEACHERS
AND HOW THEY CATER FOR ACCESS AND
HOW CAN I DIFFERENTIATE LEARNING FOR EACH SKILL?
EXTENSION STUDENTS.

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