EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Differentiated Lesson/Learning Task

Name and Student Number: Paige Gauntlett 2095137

Topic of Lesson/Task: Industries Supply Communities with Products

Curriculum Area: IB Unit of Inquiry: How We Organise Ourselves

Year Level/s: 1

This lesson/task is differentiated by: Readiness Interest Learning Profile

Context: This task has been designed to fit into an IB unit of inquiry unit. The unit focuses on the general concept that 'industries supply communities with products', fitting into the transdisciplinary theme 'How We Organise Ourselves' . Throughout the unit, students look at a number of different produce, where they originate from, and the process they go through to get from their place of origin and into our homes. Although this lesson is designed to follow the IB curriculum, it is linked to the Australian Curriculum learning outcomes within english: Students 'use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660).'

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

This lesson is found roughly in first half of the unit. Students have explored sequencing the steps of other processes, such as eggs, as well as looked at different farms and factories, and their role within society. The students are focusing on the production of milk for this lesson. After this lesson is completed, the students will begin looking at more complex produce such as bread. The students will then complete a summative assessment piece for the unit, which will involve them explaining the production sequence of a product of their choice.

Learning Objectives

Students will understand that: Farms and factories play an important role in providing shops and homes with produce. Students will know that: The origin of milk is from a cow. Milk goes through a process of sequential steps to get from a farm to our homes. Farm, product, process, milk, cattle, dairy, pasture, factory and transport is the specific vocabulary involved the production of milk. Students will be able to: Sequence the correct order of steps for the production of milk.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Essential Questions: How does milk get from the cow to our homes? Would it be better if we each have a cow to get our own milk? What would happen if we didn't have cows? What would happen if there were no farmers?

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Differentiated “RAFT”

Name and student #: Paige Gauntlett

RAFT Topic: The process of how milk gets from a cow to our homes.

Curriculum Area: IB Unit of Inquiry: How We Organise Ourselves

Year Level: 1

Learning Objectives Students will understand that: Farms and factories play an important role in providing homes with produce. Students will know that: The origin of milk is from a cow. Milk goes through a process of sequential steps to get from a farm to our homes. Farm, product, process, milk, cattle, dairy, pasture, factory and transport is the specific vocabulary involved the production of milk. Students will be able to: Sequence the correct order of steps for the production of milk.

This RAFT is differentiated by: Readiness Interest Learning Profile

Within this lesson, the RAFT is being used as a sense making activity. The purpose of the task is to further develop the students understanding. The students are still exploring the origins of different products and the steps taken to get these products from their place of origin, into our homes. This lesson has been designed to broaden their knowledge and skills around this concept. Their work will also be collected at the end of the lesson for formative assessment, to give the teacher an idea on how each student is coming along with their understanding.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

How students’ work will be evaluated Within this RAFT, the students are taking on the same role and audience. They are also focusing on the same topic. They are given the choice with their format. Within these choices of format, the students are still displaying the same learning outcomes (they can sequence the steps of milk production in the correct order). The students will be formatively marked against a rubric (see appendices 4).

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

RAFT Title: Where does milk come from?

ROLE AUDIENCE FORMAT TOPIC

Cow

Children visiting the farm.

Voice Thread

How milk gets from a cow to our

homes

Cow

Children visiting

the farm.

Match and Sequence Photos

and Sentences

How milk gets from a cow to our

homes

Cow

Children visiting

the farm.

Draw and write

the steps

How milk gets from a cow to our

homes

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Preassessment of Students’ Readiness

A students readiness refers to their prior knowledge, understanding, skills and experiences in relation to a specific set of objectives for a lesson or unit of work. A students readiness changes overtime. It is important that teachers are aware of each students readiness, in relation to each lesson and that lessons learning objectives (knowledge, skills and able to do). (Jarvis, 2014). For this lesson using a RAFT, the teacher is aware of each students readiness level through observations and formative assessment within the unit so far. This also refers to each students learning profile. The teacher is aware of these through observations and previous formative assessments in their classroom.

Lesson Plan

Lesson Sequence Introduction Students will gather on the floor. Students will have a brief discussion about what they did in their last UOI lesson (looking at the production of tomatoes). As a class, the teacher will then read big book 'How Cows Make Milk', by Katherine A. Smith. Whilst reading the book, discuss the different steps of milk production outlined in the book.

Explanatory notes

It is important that at the beginning of every lesson that the teacher and students go over what they did last lesson. This will stimulate the students thinking and working memory (Jarvis, 2014). Students have read this book once before in an english lesson and discussed the different steps in the production of milk (looking at information reports). Therefore, they are familiar with this process. They are re-reading the book to go over their learning, as well as help clarify any questions students may have about the process, and to help those students who may need more time to process the information.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Guided Discovery The teacher will explain the RAFT to the students again. This is will be a general explanation. The students will have their chosen format explained in more detail in their groups. Teacher: Each of you are going to pretend you are a cow on a farm. A group of school children are visiting your farm and it is your job to explain or tell the children how milk gets from cows to our homes. You have 3 different ways you can explain this to the children, and you are able to pick one. You can do a voice thread, match some photos and sentences, and put these into the correct order, or you can draw and write the correct steps. Those wanting to do a voice thread, make a group near the white board. Those wanting to match photos and sentences, make a group near the maths shelf, and those wanting to draw and write the steps, make a group near the library corner. Students will get into their chosen

RAFT is an acronym, that stands for Role, Audience, Format, Topic. A RAFT can be designed in a number ways, to differentiate within a classroom and to respond to student differences (Tomlinson, 2003). This RAFT has been designed to cater for different students learning profiles. A students learning profile refers to the way the students like to learn, and the ways they like to express their learning. A students learning profile is shaped by the their past and prior experiences outside the classroom (McFarlane, 2014). It must be noted that a students learning profile is different from their interest. A students interest refers to the topics they are interested in, where as a students learning profile refers to the ways of working with information (Jarvis, 2014). The RAFT that has been designed represents a differentiated learning task, as it is giving students choice in the format they choose to present their information, hence catering for different students learning profiles. Although they are all the same role, speaking to the same audience, about the same topic, they are given the opportunity to choose the format in which they present their information. Accommodating for different student learning profiles, and therefore differentiating within the classroom has a number of benefits for students. Not only does it help motivate and engage students, but it also gives them the opportunity to take some responsibility for their own leaning. This in turn encourages students to take pride in their work and their own progress, rather than competing with their peers work(Jarvis, 2014).

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

group. The teacher will go to each group and explain their particular task in more detail. Whilst the other groups wait for their instructions, they will be asked to look at a teacher exempla done using the same format they have chosen, on the production of eggs (previously studied) and to formulate any questions they may have about their task for the teacher. The teacher will move to each group, explaining their task: Voice Thread: You will be given some photos of the steps to get milk from a cow to our homes that you need to put in order on your voice thread (see appendices 1). You then need to say what is happening in each of these photos and record yourself (show students the teacher exempla with the production of eggs on IWB). Answer any questions. Drawing and Writing You will be given a sheet(see appendices 3) with empty boxes on it. Your task is to draw the steps of how we get milk from a cow to our homes

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

and to write a sentence underneath about what is happening in each box (show students the teacher exempla with the production of eggs). Answer any student questions. Photos and Sentences You will be given some photos of the steps on how milk gets from a cow to our homes (see appendices 1). You need to put these in the correct order. You will also be given some sentences that explain what is happening in each of the photos (see appendices 2). You need to match these sentences up with their photo (show students the teacher exempla with the production of eggs). out the sentences. Answer any student questions. By this stage, all students will be back at their desks working on their tasks. Once the final RAFT strip has been explained to the students, ask students: give me a thumbs up if you know what you have to do, a thumb to the side if your still not sure or a thumbs down if you still have no idea and still need a bit of help.

Even though the RAFT has been explained, and exemplas given, there will still be some students that need further clarification. It is important that when students are asked to do a task, that they understand what they have to do and that the teacher ensures they are supporting their students and giving them that extra clarification to do so. This will help to develop a positive and safe learning environment, a key principal of differentiation

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

The students who give a thumbs a up can continue working. Those students who still need some clarification, gather them on the floor and clarify any questions. Parts of the RAFT may need explaining again Exploration Students complete their chosen task from the RAFT. To challenge and support readiness, the teacher will provide each format with a number of strategies. These include: Voice Thread:

As already mentioned, there is an exemplar made by the teacher that students can refer back to (using egg production).

Word prompts of the specific vocabulary they can use to assist students.

Sentence starters to assist students.

Questions to further stimulate thinking.

Hint Cards Folder: Students can

(McFarlane, 2014). Therefore, the students are given the opportunity to go through the designed task again. Since the students are only year one and are still developing their reading skills, they will not be provided with task cards since they would have difficulty reading them. The students have used voice thread before. Therefore, most students are aware of how the program operates and will be able to utilise the program using ipads if they choose this format. However, some students will need clarification of this. The teacher will hold a small group on the floor and will go through the program is this is the case. Students need to be presented with the right amount of challenge to have successful learning experiences. If a task is to easy or difficult for a student, they will lose interest and motivation, hence learning will not take place. This refers to Vygotskys Zone of Proximal Development. If students are presented with tasks that are challenging, but within their reach, they will be motivated and willing to learn. (Jarvis, 2014). Therefore, each task within the RAFT has been provided with a number of different

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

go to this folder which will give them hints to guide their task.

Photos and Sentence Sequence

As already mentioned, there is an exemplar made by the teacher that students can refer back to (using egg production).

Some of the photos can already be numbered to assist students.

Some of the photos and sentences can already be matched to assist students.

Hint Cards Folder: Students can go to this folder which will give them hints to guide their task.

Drawing the Steps

As already mentioned, there is an exemplar made by the teacher for students to look at (using egg production).

Students can view photos to assist them and get ideas.

Hint Cards Folder: Students can go to this folder which will give them hints to guide their task.

Students can view the steps in words.

strategies to further support or challenge students, and to help scaffold their learning. Whilst the students are completing the task, the teacher will use a number of strategies to lead and manage the classroom for successful differentiation. The teacher will move around to each table throughout the lesson, questioning them and giving them assistance where needed. This is to keep the lesson flowing and the strategies on track. All differentiated groups should need some support/scaffolding during the lesson as the activity should require the student to “think at a high level” (Tomlinson, 2003). As already mentioned, the teacher will be moving around the room throughout each lesson, talking to individual students to either support or further challenge them. If a student needs support, the teacher will:

pose questions that assist their thinking eg. do you think the milk would go to the factory before or after the shop?

How could you start your first sentence? Let's have a go together.

If a student needs further challenging, the teacher will:

pose questions that further challenge their thinking eg. can you think of some describing words to use?

Each student will have one on one teacher time throughout the lesson. However, it is difficult to manage this at times, since some students may need more assistance then others at certain points in the lesson (Jarvis, 2012). To manage this, the students will use the coloured cup system (Jarvis, 2014). They will have coloured cups on their desk. If they are working fine with task,

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

the green cup will sit on top. If they need teacher assistance, but can continue on working whilst they wait for assistance, the yellow cup sits on top. If they immediately need teacher help to continue with the task, the red cup sits on top. This allows the teacher to manage the lesson more efficiently, and ensure that students are keeping on task. The teacher will also give feedback to students throughout the lesson.

Lesson Closure/ Check for Understanding Formative assessment is an important part of student learning. Not only does it

assist teachers and students in tracking the student progress and understanding throughout a unit, but it also helps encourage positive student-teacher

relationships (Jarvis, 2014).

At the end of the lesson, once the students have completed their task, students will be asked to get into groups of 2. They will then discuss the following with

their peer: What went well with their work?

What didn't go so well? What do you like about your work?

What could you improve on if you were do it again? The class will then have a brief class discussion reflecting on and sharing their

learning for the lesson. The students work will be handed up and marked and against a rubric (see

appendices 4) for formative assessment.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

REFERENCE LIST Jarvis, J. (2014, March). Assessment in a Differentiated Classroom, EDUC4720, Lecture 3. Lecture conducted from Flinders University, Adelaide, South Australia. Jarvis, J. (2014, March). Differentiating in Response to Student Readiness, EDUC4720, Lecture 4. Lecture conducted from Flinders University, Adelaide, South Australia. Jarvis, J. (2014, March). Responding to Differences in Student Interest and Learning Preferences, EDUC4720, Lecture 6. Lecture conducted from Flinders University, Adelaide, South Australia.

Jarvis, J. (2014, March). Responding to Student Interest and Learning Preferences, EDUC4720, Lecture 5. Lecture conducted from Flinders University, Adelaide, South Australia. McFarlane, R. (2014, March). Learner Profile and Learning Style, EDUC4720, Seminar 4. Seminar conducted from Flinders University, Adelaide, South Australia. Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, Virginia: ASCD.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Appendices 1: The photos provided for students to complete their task in RAFT Strip A and B.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Appendices 2: Sentences provided to match with photos in RAFT Strip 2

I am Cow. I live on a farm. I eat grass. I make milk.

My milk is then pasteurised and stored in a big tank.

My milk is put into a big truck and driven to the dairy factory.

My farmer uses a machine to milk me.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

People buy my milk and take it home to drink.

My milk is taken to the shops and put on the shelf for people to buy.

My milk is packed into bottles.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

1 2 3

4 5 6

7

Where does my milk go? Appendices 3: Box Outline for RAFT Strip 3 Note* This will be A3 size

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Appendices 4: Formative Assessment Rubric

Student Name: Competent Satisfactory Still Developing

Production of Milk

The students demonstrated a comprehensive

understanding of the production of milk.

They were able to

sequence the steps of milk production in the

correct order.

They used all the specific vocabulary

words.

The students demonstrated a

satisfactory understanding of the production of milk.

They were able

sequence the steps of milk production mostly in

the correct order.

They used some of the specific vocabulary

words.

The students demonstrated little to no understanding of the of the production of milk.

They were unable sequence the steps of milk production in the

correct order.

They used little to no of the specific vocabulary

words.