Self Directed learning Levels of differentiated activities for

Self- Directed learning Levels of differentiated activities for students to choose.

Levels � � � Use Bloom’s Taxonomy to differentiate tasks. Prepare tasks for different levels. Use command words appropriate for each level. Use rich tasks. Include higher order thinking skills.

Choices � All students work through remembering and understanding and then select one from any other level. � Some students work through remembering and understanding. � All students select from any other level. � Some activities tagged essential, others optional. � Must select a thinking activity See Hopscotch and Noughts and Crosses contract

Designing Activities � Determine key learning outcomes that needs to be covered. � Decide what emphasis is needed. � Decide what skills or content needs to be covered. � Design the activities. � Design the signpost tests/assessments.

Activities Need to � Facilitate student learning not just keep students occupied, � Allow student choice, � Accommodate different learning styles, � Accommodate different levels of thinking, � Encourage independence in learning, � Reinforce material learnt /the concepts covered before, � Allow for individual and group work.

Processes and products � Process the HOW � Products the ACTIVITY

Activities MUST NOT be � Boring, � Too hard, � Repetitive, � Aimless, � Too long, � Require too much teacher input either by way of explanation or marking.

Strategies which work well � Use competition � Use group work � Let the students choose their teams or groups, � Make the work fun, � Scaffold the tasks so that students WILL succeed, � Recognise that students need to have a choice in their learning to succeed.

Teach them the key phrases to be used for each level of thinking Description Initially, first step, next , subsequently, before, later …. Explanation Such as, consequently however, also, because of, due to , since, therefore, as a result of ……. Discussion, analysis Similarly, although, to summarise, on the other hand…. . Evaluation In conclusion…. .

Teach them to review and evaluate their progress in their learning. � Use traffic lights RED I have not yet understood ORANGE I have partially understood GREEN I have completely understood