Talent Development and Differentiation Policy Notion International School Maryotyah Giza, Egypt

Transcription

1 Talent Development and Differentiation Policy Notion International School Maryotyah Giza, Egypt

2 The heart of Notion International School Philosophy is the commitment to develop internationally minded people who recognize their common humanity and shared guardianship of the planet, helping to create a better and more peaceful world. We teach the British Accredited Curriculum through inquiry-based teaching methods and approaches. Students at Notion International School will have the opportunity to develop their skills and knowledge while becoming lifelong learners with an open mindedness towards the perspectives of others. Our Vision To build a life-long learning community that promotes international mindedness as well as embraces its own culture and identity. Our Mission Statement Notion seeks to develop challenging programs of international education and rigorous assessments. Our aligned programs with the IB framework equip students with the needed knowledge, skills and attitude to become an active citizen of the 21st Century. Notion encourages students to become active, compassionate, tolerant, open minded and long life-learners who are proud of their own values and beliefs and ready to contribute to a better world. IB learner profile the aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. International Baccalaureate Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Talent Development and Differentiation: Notion International School Page 1

3 Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development Talent Development Programming (TDP) Aligned with the school vision and the IB Standards and Practices, Notion International School is dedicated to foster our students talents in different domains. The school offers personalized approach to the students development and academic growth. The school aims to unleash all talents and potential of all students. Aligned with the IB standards, national conscience and school mission, the TDP endorses the student with high potential and the country s future leaders as life-long learners, economically competitive and globally oriented. The philosophy of TDP is integrally connected to the school mission statement. All students are to receive the best education appropriate to their individual capabilities, interests, and needs, and that students have learning opportunities that help develop their abilities to the highest level. Because gifted and talented students generally demonstrate high performance or capacity for high performance beyond age/grade expectations, they are atypical learners who require specialized learning experiences beyond the regular curriculum. Talent Development and Differentiation: Notion International School Page 2

4 TDP creates high end learning opportunities which allow students with high potential to strive for stimulating academic and social environments. In providing challenging educational opportunities, the school deliver the best education possible. TDP provides the identified students with enrichment opportunities in the mainstream through mentor-ship, distance learning and competition preparation. Participating in the TDP enhances the students' genuine interest in a specific area; art, drama, sports, science, technology, engineering, and mathematics STEM. The program provides a level of challenge and a pace of learning that is more suitable to the intellectual capacities of gifted students. It is an opportunity for: 1. Independent inquiry 2. In-depth study of a topic 3. Accelerated learning 4. Enrichment Who are we serving? Students demonstrate a high level of achievement, competence and aptitude in a specific domain. The programming serves students with high abilities and underachievement. How will we serve them? Screening via observation, report card, behavioral rating scale and parents and teachers recommendations Identification via Standardized Ability Tests if applicable What types of learning opportunity and experience will we provide? Advanced materials Mentorship Purposefully selected national and international competitions Intensive training during breaks and after school activities Online courses Where will we serve them? When will we serve them? Pull-out and ability grouping on campus Summer Programs on national and international levels Online courses How will we monitor the students progress? Monitoring Progress Plans Talent Development and Differentiation: Notion International School Page 3

5 IEPs, if needed Committee Meetings Feedback Survey In 1972 Sidney Marland, then the U.S. Commissioner of Education proposed the following: Gifted and talented children are those identified by professionally qualified people, who by virtue of outstanding abilities are capable of high performance. These children require differentiated educational programs and / or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. Children capable of high performance include those with demonstrated achievement and /or potential ability in any of the following areas, singly or in combination: General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual and performance arts Psychomotor ability (later removed in 1997) Model of Differentiation Policy Rational Differentiation Students come to our classrooms with unique differences as learners. Our students have varied degrees of background knowledge and readiness to learn, different life experiences, interests, and preferences. Teachers differentiate instruction are mindful of the varied learning needs of their students and plan instruction accordingly. Differentiated instruction is both a philosophy and a way of teaching that respects the different learning needs of students and expects all students to experience success as learners. Learning activities may be differentiated based on students readiness for learning the specific content or skill, their interests or their preferred ways of learning. In a differentiated classroom, students experience learning in many configurations working in small groups (with peers having similar or different readiness, interests, or learning preferences), with a partner, individually, and as a whole group. Talent Development and Differentiation: Notion International School Page 4

6 The Differentiated Instruction Model is based on effective educational practice and is framed around several key elements: High-Quality Curriculum Continual Assessment Respectful Tasks Building Community Flexible Grouping Teaching Up Roles & Responsibilities IB Coordinators have responsibility to ensure that Homeroom teachers (PYP) and Department Heads (MYP) reflect the full school aims in relation to differentiation. They maintain a sophisticated response to changing teaching and learning styles, which embraces a continuum of differentiation. They provide an accessible curriculum that recognises the learning needs of all pupils. This will be supported through carefully planned programmes of study and schemes of work that reflect differentiation. A variety of teaching styles as well as knowledge of learning styles: - Of tasks and activities to motivate and challenge students appropriate to their abilities. - That employs a variety of teaching resources appropriate to the range of abilities in a class. - That better matches task to pupil. - In the development and renewing of learning resources, assessment materials and teaching tools. PYP Homeroom Teacher/ MYP Teacher: The teacher has direct responsibility for the levels of differentiation that are utilised in the classroom and good practice in the area of differentiation will require that teachers should: Utilise a variety of learning environments that will support students in their access and progression towards independent learning which include small group tutorials, self-study, paired-work, individualised work and group as appropriate to task. Support students in their progression towards independent learning by enabling them to use a range of resources with the emphasis on learning how to learn. Ensure that all students, who were referred by teachers: Special Educational Needs or those identified as Gifted & Talented have access to a curriculum pitched at their level of attainment. Recognise and demonstrate in lesson planning an understanding of individual differences and the variety of needs within a class. Employ a variety of teaching styles that can be matched with a variety of different learning styles in the classroom. Talent Development and Differentiation: Notion International School Page 5

7 Provide varied feedback in marking, correcting and commenting on how work can be improved and developed. Develop and create assessments tools to celebrate differences. Differentiation Strategies: It is important to note that differentiation does not mean different work but instead refers to the wide variety of resources, teaching styles, classroom activities and support materials that can be used by teachers to help make the curriculum accessible and allow students to progress within their lessons. Differentiation of Resources: Use of alternative textbooks & worksheets with a different design and appropriate reading levels Use of technologies such as graphic calculators, spell-checkers, tapes, dictaphone etc. Use of study guides and different revision texts. Careful labelling and printing on different coloured paper to help students manage their classroom resources effectively. Modified photocopies (Enlarged, simplified, annotated, etc.) Differentiation by Task: Provide a variety of tasks that cover the main content area to cater for the variety of individuals in the class. Match the classroom tasks to the student abilities, aptitudes and interests. Provide a range of tasks that allow choice. Design tasks so that they enable a variety of outputs. Build learning routes. Differentiation by Support: Support from other adults (teaching assistants, SEN LSA and other teachers) and peer support from students. Individual support from the teacher. Celebration of achievement. Co-operative teaching. Small group tutoring. Differentiation by Response/outcome: Each individual has a unique combination of strengths and weaknesses and so the work of each will need to be responded to differently. Talent Development and Differentiation: Notion International School Page 6

8 Task objectives and assessment criteria must be made very clear. Provide learning logs to allow students to reflect on their own learning. Use different students work to demonstrate the different levels of response from a common task. Allow students to proceed through a course at his/her own speed. Figure 1: Differentiated Instruction Model, which helps teachers to be responsive to students needs in classroom (Tomlinson, 2003). Talent Development and Differentiation: Notion International School Page 7

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