1. 1 Pecha Kucha
Differentiated Curriculum refers to teaching
that is adapted to take into account the
individual differences and needs of students in
2 One size does not fit all
any one classroom
It comprises modifications to the curriculum,
teaching structures, and teaching practices in
combination to ensure that instruction is
3 Making adjustments relevant, flexible and responsive, leading to
successful achievement and the development
of students as self-regulated learners.
Quantitative, HSC, pressure
IN MY CLASSROOM:
4 Results
I value little successes and wins from students.
All students can achieve.
Eliminate unnecessary teaching
IN MY CLASSROOM:
5 How do we teach?
More and more tasks are student directed and
teacher guided.
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
6 Learning styles
Naturalistic
Musical Intelligence
Interpersonal
Intrapersonal
BEA – FLIPPED CLASSROOM
Content of curriculum comprises:
• Ideas
• Concepts
• Information presented to students
Content can be made:
• More complex
7 Content
• More varied
• Organised differently
IN MY CLASSROOM:
Scaffolds, Edmodo, Different approaches to
content – worksheets, video, interactive,
discussion.

2. JUDE
Product is:
8 Product • What the students produce
• NOT a summation of content
Process is the way in which the content is
presented to students
Higher order thinking
9 Process
Open-ended processing
Inquiry
HOW we teach
Blooms
Strategies to move beyond the textbook
include the selection of supplementary
materials, the use of primary source documents,
the use of trade books and publications, the
use of biography in all subject areas, and the
regular employment of reference materials in
10 Questions
the classroom
IN MY CLASSROOM:
Reflective
High Order
Options
Re-Questioning and phrasing
Focus question (Project Based Learning)

3. The skills of higher order thinking, creative and
divergent thinking, problem solving, decision
making, forecasting and planning are all
recommended strategies not only for gifted
students but for all students
• Would all students want to be involved in
such learning experiences?
• Could all students be involved in such
learning experiences?
• Should all students be expected to succeed
Changing the in such learning experiences?
11 approach • The expectation that students learn best by
being seated in rows and working in silence
is unfounded and continually questioned by
researchers. The need for control in
classrooms sometimes leads teachers to the
false belief that a restrictive and passive
classroom environment will ensure positive
student behaviours
• Pre-test
IN MY CLASSROOM:
Brainstorm the topic to see what each student
knows and reflect upon it, share ideas
Students learn through doing, rather than
listening. Who is the expert in the classroom.
IN MY CLASSROOM:
12 Student Discovery
Teach by THEME and students need to solve the
problem through experimentation, trial and
error, peer feedback
• Providing opportunities for self-directed,
independent study
• Well designed open-ended activities
provide opportunities for learners to match
the quality of their responses to their ability
level and to respond in accordance with
13 Freedom of choice
their learning characteristics
IN MY CLASSROOM:
Don’t define the parameters of a task, instead
we ask students to make links with their work
and that of other artists. They choose how best
to represent their ideas
IN MY CLASSROOM:
I seat students in clusters to get them working
14 Group interaction collaboratively. At least ONE task is a group
task. Not all students like this, but they can
bounce ideas off eachother.

4. • Teachers discard the idea that all students
should be doing the same thing at the same
time. Students are able to choose from
many options and design their thinking
15 Variety of process processes
• Tiered Tasks
IN MY CLASSROOM:
Give students options to work in materials that
they are comfortable with.
It is important to facilitate complex thought
processes by allowing ‘wait time’. Pace does
not mean rapid questioning, rather rapid
progression from concrete thinking to abstract
16 Pacing
thinking.
IN MY CLASSROOM:
Have at least 3 outcomes per unit and allow
students to work on them at their own pace.
17 Tight loose Tight
18 Why bother?
19 One size doesn’t fit all
Try being one of the students!
20 Seems confusing?