PS503 讲座：如何使差异化教学在课堂中得以实践？

姓名：Caijing ZHAO

讲座：如何使差异化教学在课堂中得以实践？

演讲语言：普通话

编号：PS503

校区：香港耀中中学

日期：2月26日

主题： 在学习共同体中照顾学生个别差异

科目：任何科目

年级：任何年级

时限30分钟

不提供实时传译

摘要：哈佛大学研究生院组织的差异化教学课程强调所有学习者每天都要学习，为差异化教学提供了OSCAR（目标Objective、起始位置Starting position、标准Criteria、行动模式Action pattern和反思Reflections）模式，以提高ABC+M（自主性Autonomy、归属感Belonging、能力Competence+意义Meaning）。进行差异化教学，教师需要运用清晰的规划、订立最低标准和最佳标准，为不同能力的学生订立学习目标，而这目标能符合CARR（清晰-Clarity、可及-Access、严格-Rigor和恰当-Relevance）的要求。然后，在确定了起始位置后，采用了各种不同的学习结构模式（独立任务、小组学习、桌上谈话、详细教授）、辅助学习资源和选项（SHOp）以及敏捷思维常规At-If-Then的组合使用，以建立宽墙、高顶、低门槛的任务。可见的思考程序，如"观察-思考-想知道"，"生成-分类-连结-阐述"，"仔细考察"，"代入"等，也将被落实到行动模式中。在单元结束时，学生应能使用 "我经常的看法......我现在的看法...... "来记录他们的个人思维过程，并提高他们的自我元认知，成为独立的学习者。通过分享，期望参与者能对差异化教学有更深入的了解。

Name: Caijing ZHAO

Presentation: How to make differentiated instruction practical in lessons?

Language of presentation: Putonghua

Code: PS503

Date: 26th Feb

Subject:  Any subject

School: YCIS Hong Kong Secondary

Theme:  Catering for Students’ Individual Differences in Learning Communities

Year:  Secondary Chinese/Any level.

30 minutes

Without simultaneous interpretation

Abstract:  The programme “Differentiated Instruction Made Practical” organised by the graduate school of Harvard University emphasizes “All Learners Learn Every Day”, and offers a model of OSCAR (objective, starting position, criteria, action pattern and reflections) for differentiated instruction, to enhance ABC+M (Autonomy, Belonging, Competence + Meaning). To differentiate, teachers need to set the learning objectives meeting criteria of clarity, access, rigor and relevance (CARR) with the help of a clarity planner as well as the “Must-Haves” criteria and “Amazing” criteria for students with varied abilities. Then with starting positions identified, a combination usage of learning structures (independent tasks, group learning, table talk, explicit instruction), Help resources and Options (SHOp) together with agile thinking routines. “At-If-Then" statements are adopted in the action pattern to build wide walls, high ceiling tasks with low thresholds. Visible thinking routines, such as “See-Think-Wonder", “Generate-Sort-Connect-Elaborate", “Zoom In”, and “Step Inside” will also be implemented into the action pattern. At the end of the unit, students are expected to use “I used to think...but now I think...” to document their individual thinking process and enhance their metacognitive skills, to become independent learners. Through the sharing, participants are expected to achieve a deeper understanding of differentiated instruction.