Develop action plans: Difference between revisions

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An effective action plan must consists of the following elements:
An effective action plan must consists of the following elements:


* specific statements of outcomes (which are required to be SMART)
*specific statements of outcomes (which are required to be SMART)
* a spelling out the the steps that have to be followed
*a spelling out the the steps that have to be followed
* timeline for each step (when it must take place and how long it is likely to take)
*timeline for each step (when it must take place and how long it is likely to take)
* a clarification of the person(s) in charge
*a clarification of the person(s) in charge
* a clarification of the inputs/resources needed
*a clarification of the inputs/resources needed
* a clarification of measures to evaluate progress
*a clarification of measures to evaluate progress




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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''What is differentiation?'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 1: Define the end goal'''</span></div>
Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. According to Alyce Hunter in ''Differentiated Instruction in the English Classroom'' “Differentiated instruction is a recognition that students vary in their needs, interests, abilities, and prior knowledge. It's a springboard from which students work toward the same ends, but they use different content, processes, and products to get there. It's all about successfully teaching each student. And it can be done in the regular English classroom.”
The starting point for campus-level managers is to analyze the situation of their own campus, identify where they are and where they want to be, clearly define the opportunities for improvement as well as potential causes for those opportunities. The aim here is to take a hard look at the campus’ capability. Once such an analysis is done, they can outline their goals and the goals must meet SMART criteria:


 
*'''Specific''' – well defined and clear
Although precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions.  It is about using different approaches and appreciating the differences in learners to help them make progress.  Teachers therefore need to be responsive, and willing and able, to adapt their teaching to meet the needs of their learners.
*'''Measurable''' – include indicators to track progress
 
*'''Attainable''' – realistic and achievable within the resources, time, money, experience, ect. you have
 
*'''Relevant''' – aligned  with the directions, wigs and other goals
There is no one unique style teachers should adopt. Teachers do not need to differentiate everything for everyone every day; instead, they should select appropriate moments in the instructional sequence to differentiate. In other words, effective differentiation is part of an experienced teacher’s daily lesson plan. It is important that teachers are able to respond to the needs of their learners and use the techniques they deem to be most suitable.
*'''Timely''' – has finishing date for tracking progress<br />
 
 
It can be difficult to fit in all the syllabus content and support all learners, keeping them engaged in their learning. This is a challenge for teachers the world over.  Although there is no single formula that creates a differentiated classroom, when differentiation is in place, opportunities for innovation and ongoing reflection are created that boost teaching and learning in a way which  would not be possible in a ‘one size fits all’ lesson.
 
 
Effective differentiation is heavily reliant on teachers being able to respond to each individual and fully understand their needs to best support their next steps. The viability of this will depend on each teacher’s specific context, motivation, obstacles to overcome and training.
 
 
There is no single, optimum way to conduct differentiated teaching. However, we can provide a selection of strategies to help teachers to become more confident in their teaching practice.
 
Differentiation is predominantly supported in the following ways:
 
*differentiation by questioning (embedding questioning strategies to inform better next steps)
*differentiation by grouping (using mixed ability groups)
*differentiation by outcomes (multiple modes of learner output or how learners demonstrate/show their learning)
*differentiation by task (additional worksheets).<br />


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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Role of the learner'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 2: Make a list of tasks'''</span></div>
Understanding individual learners is vital for successful differentiation. In order to be effective, figuring out what the individual already knows or can do is a vital step in the process.
 
Getting to know learners is, however, more than just finding out what they know. It is also about a broader understanding of learner difference. Learners and their learning can be different for a number of reasons: they may have different levels of interest in the topic; they may have differences in their levels of motivation, their ability to remember information, their confidence, the accuracy of their handwriting, their levels of vocabulary acquisition.
* List down all the tasks/steps to be followed.
Having knowledge of the individual helps teachers to plan for learning rather than teaching, and ensures that they are always supporting progress. In a differentiated classroom, teachers and learners collaborate in learning and learners have ownership and responsibility. Offering choice can encourage ownership of individual work and learning, creating a learning environment in which learners ‘have no fear’ and apply effort.
* Make sure each task is clear and attainable.
<br />
* If a task is too big or complex, break it down to smaller ones that are easier to execute and manage.
* Prioritize tasks to make sure that there is no overlapping and the steps are not blocking one another.<br />
 
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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Differentiation at Vinschool'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 3: Determine persons in charge and deadlines'''</span></div>


* Make sure the entire team is involved in the planning process.
* Everyone has a role and responsibility in the action plan.
* All team members are consulted on the capacity before deciding to make sure the KPIs or deadlines are realistic.<br />


Differentiation is one of the most important criteria in classroom observation rubrics at Vinschool. Differentiated factors are required not only in lesson planning but also in real teaching practice. The highest judgment for differentiation is given when “content, teacher delivery, instructions, activities, and assessments are differentiated, as appropriate, for individual learners based on the teacher's prior understanding of their students' abilities” (extracted from [https://drive.google.com/drive/u/1/folders/16IR96HOLt680Hb0QVQOxXVFgMNywjHs2 Vinschool’s Classroom Observation Rubrics])<br />
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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Scaffolding'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 4: Set milestones'''</span></div>
Scaffolding, a metaphor to describe the process of learning support that enables learners to go beyond what they are initially able to do, can be a key component of successful differentiation.
 
 
Similar to the scaffolding used in construction to support workers as they work on a specific task, instructional scaffolds are temporary support structures teachers put in place to assist students in accomplishing new tasks and concepts they could not typically achieve on their own. Once students are able to complete or master the task, the scaffolding is gradually removed or fades away—the responsibility of learning shifts from the instructor to the student.It also should be noted that scaffolding is a site for learning opportunities, and is not simply a way of modeling, supporting, or practising interaction.


* Milestones can be considered as mini goals leading up to the main goal at the end.
* They help the team to be motivated and allow timely evaluation & adjustment.
* Start from the end goal and work backward as you set milestones.
* Set a reasonable time interval between 2 milestones (recommended 2-8 weeks).


Applying scaffolding means identifying and providing an appropriate level of challenge in classes, which is key to our students achieving learning outcomes and reaching their full potential in our classrooms. Lev Vygotsky's concept of the 'Zone of Proximal Development' (ZPD) can help us understand our role in identifying where our learners' capabilities are now and providing them with the high challenge - high support lessons they need to progress.
Just like differentiation, scaffolding is displayed in the classroom observation rubric as an important criterion. It is expected that teachers can “identify the zone of proximal development (ZPD) of each individual/group for effective and diverse scaffolding before, during and after class” (extracted from Vinschool’s Classroom Observation Rubrics).
== ''Guidelines for Implementing Scaffolding'' ==
The following points can be used as guidelines when implementing instructional scaffolding (adapted from Hogan and Pressley, 1997).
* Select suitable tasks that match curriculum goals, course learning objectives and students’ needs.
* Allow students to help create instructional goals (this can increase students’ motivation and their commitment to learning).
* Consider students’ backgrounds and prior knowledge to assess their progress – material that is too easy will quickly bore students and reduce motivation. On the other hand, material that is too difficult can turn off students’ interest levels).
* Use a variety of supports as students progress through a task (e.g., prompts, questions, hints, stories, models, visual scaffolding “including pointing, representational gestures, diagrams, and other methods of highlighting visual information” (Alibali, M, 2006).
* Provide encouragement and praise as well as ask questions and have students explain their progress to help them stay focused on the goal.
* Monitor student progress through feedback (in addition to instructor feedback, have students summarize what they have accomplished so they are aware of their progress and what they have yet to complete).
* Provide encouragement and praise as well as ask questions...
* Create a welcoming, safe, and supportive learning environment that encourages students to take risks and try alternatives (everyone should feel comfortable expressing their thoughts without fear of negative responses).
* Help students become less dependent on instructional support as they work on tasks and encourage them to practice the task in different contexts.
(''Adapted from Northern Illinois University'')
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<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Group work'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 5: Identify resources'''</span></div>
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and
apportion tasks based on the relative strengths of the group.


* Ensure you have all the necessary resources at hand, if not you need to first make a plan to acquire them.
* Assign a column of your action plan to mark the cost of each task (if any).<br />


A balance needs to be met between the use of group work and teacher instruction. As John Hattie (2008) argues, direct instruction done properly has a greater impact on learning than group work done incorrectly or inappropriately.
<br />
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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Group work'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 6: Visualize your action plan'''</span></div>
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and
apportion tasks based on the relative strengths of the group.


* Visualize your action plan (excel, gantt chart, flow chart, etc.).
* Tasks, task owners, deadlines, resources, etc. are clearly communicated.
* This document should be easily accessible to everyone and open for edit recommendations.


A balance needs to be met between the use of group work and teacher instruction. As John Hattie (2008) argues, direct instruction done properly has a greater impact on learning than group work done incorrectly or inappropriately.
<br />
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<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;">
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Group work'''</span></div>
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Step 7: Monitor, evaluate and update'''</span></div>
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and
apportion tasks based on the relative strengths of the group.


* Allocate time to evaluate the progress with your team.
* Mark the tasks that have completed and those pending or delayed.
* Figure out why and find suitable solutions.
* Update the action plan accordingly.


A balance needs to be met between the use of group work and teacher instruction. As John Hattie (2008) argues, direct instruction done properly has a greater impact on learning than group work done incorrectly or inappropriately.
<br />
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Latest revision as of 05:20, 15 September 2022

An action plan is an agreed-upon set of intended actions to achieve desired outcomes during a certain period of time. At Vinschool, campus-level leaders are required to develop an action plan for the whole school year at its start. The KPIs should reflect not only the school’s goals but also the subject's focus. The Program Department will be the advisor during this process and make recommendations to the School Boards.

An effective action plan must consists of the following elements:

  • specific statements of outcomes (which are required to be SMART)
  • a spelling out the the steps that have to be followed
  • timeline for each step (when it must take place and how long it is likely to take)
  • a clarification of the person(s) in charge
  • a clarification of the inputs/resources needed
  • a clarification of measures to evaluate progress


The following steps need to be run through while an action plan is developed:


Step 1: Define the end goal

The starting point for campus-level managers is to analyze the situation of their own campus, identify where they are and where they want to be, clearly define the opportunities for improvement as well as potential causes for those opportunities. The aim here is to take a hard look at the campus’ capability. Once such an analysis is done, they can outline their goals and the goals must meet SMART criteria:

  • Specific – well defined and clear
  • Measurable – include indicators to track progress
  • Attainable – realistic and achievable within the resources, time, money, experience, ect. you have
  • Relevant – aligned  with the directions, wigs and other goals
  • Timely – has finishing date for tracking progress
Step 2: Make a list of tasks
  • List down all the tasks/steps to be followed.
  • Make sure each task is clear and attainable.
  • If a task is too big or complex, break it down to smaller ones that are easier to execute and manage.
  • Prioritize tasks to make sure that there is no overlapping and the steps are not blocking one another.
Step 3: Determine persons in charge and deadlines
  • Make sure the entire team is involved in the planning process.
  • Everyone has a role and responsibility in the action plan.
  • All team members are consulted on the capacity before deciding to make sure the KPIs or deadlines are realistic.
Step 4: Set milestones
  • Milestones can be considered as mini goals leading up to the main goal at the end.
  • They help the team to be motivated and allow timely evaluation & adjustment.
  • Start from the end goal and work backward as you set milestones.
  • Set a reasonable time interval between 2 milestones (recommended 2-8 weeks).
Step 5: Identify resources
  • Ensure you have all the necessary resources at hand, if not you need to first make a plan to acquire them.
  • Assign a column of your action plan to mark the cost of each task (if any).
Step 6: Visualize your action plan
  • Visualize your action plan (excel, gantt chart, flow chart, etc.).
  • Tasks, task owners, deadlines, resources, etc. are clearly communicated.
  • This document should be easily accessible to everyone and open for edit recommendations.
Step 7: Monitor, evaluate and update
  • Allocate time to evaluate the progress with your team.
  • Mark the tasks that have completed and those pending or delayed.
  • Figure out why and find suitable solutions.
  • Update the action plan accordingly.