Day 1

Planning for Differentiation

October 21, 2005

Facilitators: David Cormier, SERCKim Mearman, SERC

Welcome!

Let’s Get to Know Each Other

Introduce Yourself

Name District School Grade Level(s) Content Area or Position

Gallery Walk

Line up by how “expert” you feel you are with differentiation.

After “folding” the line, a group will move to a poster.

Discuss and write a response to the statement.

Wait until told to move to the next poster.

Myths About Differentiation

Differentiation Prevents Me From Covering the Curriculum

The Range of Learners is Too Broad to Differentiate

I Need to Create Individual Lessons

In a Heterogeneous Class, Brighter Students Will Be “Used” to Teach Others

Self Inventory

Please take a few minutes to complete the inventory.

Mark an “X” on each line to show where your current teaching practices lie on the continuum.

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

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Planning for DifferentiationCurrent Practices

Decision-making

-

.

Developrelevantunits/lessons

By determining

By examining Through use of

By collaborating to

descriptive

cause/effect

•How does curriculum differentiation support student learning while maintainingthe integrity of the course content?

•How can I use research based planning tools to demonstrate differentiation in planning of a unit?

compare/contrast

Managing Differentiation

Essential curriculum

Student learning variability

Planning tools

•How do my beliefs about differentiation impact my teaching decisions and my ability to collaborate?

Instructional Cycle

Rational for DI

Component of DI

Curriculum

Application of

Planning Tool

Student Variability

Next Steps

Planning Tool

Access for All Students

SERC

Reflective Practice

Reflective Practice

Demands/Skills

Years in School

The Achievement Gaps

Differentiation of General Education Curriculum

Demands/Skills

Years in School

The Achievement Gaps

Creating Access:

Use of accommodations

Demands/Skills

Years in School

The Achievement Gaps

Creating Access:

Use of accommodations & modifications

Demands/Skills

Years in School

What About This Student?

A Definition of Curriculum Differentiation

“In the context of education, we define differentiation as a teacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success.”

Tomlinson & Allan, 2002

Key Components For Differentiation Content/Standards Assessment Grouping Strategies Introductory Activities Teaching Methods Learning Activities Resources Products Extension Activities Adaptations Based on

Learner Needs

The Parallel Curriculum, 2002

Differentiated

Instruction:

A Philosophy

CurriculuCurriculum m

StandardStandardss

AssessmenAssessment

Teaching Teaching MethodsMethods

Knowing Knowing StudentsStudents

InstructionInstructional Materialsal Materials

ReflectioReflection & n &

PlanningPlanning

Carol Ann Tomlinson

The Differentiated Classroom, 1999

Types of Curricula

Explicit or Intended

Hidden or Taught

Absent

Learned

Hoover & Patton, 1997 and Cuban, 1992.

What Teachers Need to Know

Curriculum/Content

Foundations ofTeachingPrinciples ofLearning

Knowledge of Curriculum and Content

Curriculum Frameworks Common Core of Learning Scope and Sequence Charts Content Based vs. Performance

Based Standards Concept Based Curriculum &

Teaching Essential Content/Curriculum Pie

Curriculum/Content

Foundations ofTeachingPrinciples ofLearning

Content Standards vs. Performance Standards

Content standards refer to what gets

taught, the subject matter, the skills and knowledge, and the applications

set the broad curriculum goals

Performance standards set the targets or levels

of mastery that students must meet in various subject matter

translate that content into specific knowledge and skills that students are expected to demonstrate

are defined at specific grade levels or benchmark years

Nolet, V. & McLaughlin, M. J. (2000)

Connecticut Frameworks

Content Standard: Students will apply the conventions of standard

English in oral and written communication.Performance Standard: Proofread and edit for grammar, spelling,

punctuation and capitalization. Use variations of language appropriate to purpose,

audience and task. Develop fluency and competency in the language

arts by using and building upon the strengths of the learner’s language and culture

Understand that an accepted practice in spoken and written language may change

Concept Based Curriculum & Teaching Roles and relationships of all elements of curriculum:

facts, concepts, principles, skills, and attitudes A systems design for curriculum raises the standard for

what students should know e.g. memorizing facts about the American Revolution as compare to understanding the concepts of freedom and independence as a result of studying the American Revolution

A concept is an organizing idea; a mental construct…timeless, universal, abstract and broad, represented by 1 or 2 words, examples share common attributes

Concepts need to spiral through the grade levels The goal is to teach students to think conceptually

(H. Lynn Erikson, 2002)

Structure of Knowledge

Theory

PrincipleGeneralization

Concepts Concepts

Topic Topic

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

(Erickson, 2002)

“…when a teacher lacks clarity about what a student should know, understand, be able to do as a result of a lesson, the learning tasks she creates may or may not be engaging and we can almost be certain the tasks won’t help students understand essential ideas or principles…

…A fuzzy sense of the essentials results in fuzzy activities, which, in turn, results in fuzzy student understanding” Tomlinson

Course Knowledge

University of Kansas Center for Research on Learning

(KU-CRL)

Critical Knowledge

One Slice of the Course Curriculum Pie

KU-CRL

One Slice of the Curriculum

What is the essential

unit content that allall students must know?

What unit content

should mostmost students know?

What unit content could

somesome students know?KU-CRL

Time to Regroup

Get into groups based upon subject area and grade level that you are going to be addressing

Reflection BreakHow do I ensure that I identify

essential curriculum?

Are we in agreement about what is essential for all children to

learn?

What do you think

about when you plan a

unit?

The Unit Organizer RoutineThe Content Enhancement Series from KU-CRL

One Planning Tool for Differentiation

Research on the Unit Organizer Routine

Field tests took place in 7th-12th grade classes.

Teachers learned the routine easily.

Students gained an average of at least 10 to 20 percentage points on unit tests.

Teachers continued using the routine after the studies were completed.

KU-CRL

Instructor’s Manual Contents

Components ofThe Unit Organizer Routine

TheUnit Organizer

Teaching Device

TheCRAFT

Linking Steps

TheCue-Do-Review

Sequence

KU-CRL

The Unit OrganizerTeaching Device

Is a visual device that:•is used under teacher guidance

•focuses attention on critical outcomes

•identifies critical unit content

•prompts elaboration on critical points

•helps make relationships concrete

KU-CRL

The Unit OrganizerTeaching Device

Is a visual device that:•is designed to enhance student…

•...organization

•...understanding

•...remembering

•...responses

•...belief in the value of the content

KU-CRL

Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT/Experience

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

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The roots and consequences of civil unrest.

The Causes of the Civil WarGrowth of the Nation The Civil War

Sectionalism

pp. 201-236

1/22 Cooperative groups - over pp. 201-210

1/28 Quiz

1/29 Cooperative groups - over pp. 210-225

"Influential Personalities" project due

1/30 Quiz

2/2 Cooperative groups - over pp. 228-234

2/6 Review for test

2/7 Review for test

2/6 Test

Areas of the U.S.

Differences between the areas

Events in the U.S.

Leaders across the U.S.

was based on

emerged because of became greater with

was influenced by

descriptive

cause/effect

What was sectionalism as it existed in the U. S. of 1860?

How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?

compare/contrast

1/22

What examples of sectionalism exist in the world today?

KU-CRL

NAMEDATEThe Unit Organizer

NEW

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Expanded Unit Map is about...

9

10

How did national events and leaders pull the different sections of the U.S. apart?

The Causes of the Civil WarElida Cordora1/22

Sectionalism

pp. 201-236

was based on the

developed because of

North

South

West

SocialDifferences

PoliticalDifferences

EconomicDifferences

Areas of the U.S.

Differences between the

areas

-Henry Clay-Stephen Douglas-Zachary Taylor-Harriet Beecher Stowe-Douglas Filmore-John Brown-Jefferson Davis-Abraham Lincoln

such as

was influenced by

Leaders of change

became greater with

Events in the U.S.

such as

-1820 Missouri Compromise-1846 Mexican War-1850 Compromise of 1850-1850 Fugitive Slave Law of 1850

-1852 Uncle Tom's Cabin-1854 Kansas-Nebraska Act-1854 Republican Party formed-1854 Bleeding Kansas-1857 Dred Scott Case-1858 Lincoln Douglas Debates -1859 John Brown's Raid-1860 Lincoln Elected -1860 South Carolina Secedes-1861 Confederacy formed

whic

h in

cluded t

he

whic

h in

cluded t

he

whic

h in

cluded

th

e

and includedand included and included

KU-CRL

The Linking Steps

Create a context

Recognize content

structures

Acknowledge unit

relationships

Frame unit questions

Tie content to tasks

KU-CRL

The Cue-Do-Review Sequence

Cue•Students that the routine will be used.

Do•The routine.

Review•The information and process.

KU-CRL

How the Unit Organizer is Used

To begin a unit, page one is filled out together with the students.

Each day the Unit Organizer can be used for focus and review and the closure as page two is gradually filled in.

To end a unit the Unit Organizer can be used to review.

KU-CRL

A look at some UO samples…

Student achievement during the first unit of study sets the stage for achievement and motivation throughout the rest of the course. It is imperative that teachers find the tools to make all students successful during the very first unit of every course.

Thomas Guskey

Now… How do I Create and Use my OWN Unit Organizer??

Enhancement Guidelines

Get ReadyGet Set

GoWin

KU-CRL

Get Ready! – Pages 18-27

Decide when to use the routine.

Collect needed materials.

Construct a draft.

Prepare presentation notes

KU-CRL

Time to Draft a Unit

Planning Activities Select the activity organizer

• Identify Key Concepts or Skills •What should students know, understand, or be

able to do?

Think about students and/or use assessment to determine:

Readiness LevelsInterestsLearning Profiles

Get Set! – Pages 28-35 Choose the material.

Introduce Unit Organizers.

•Describe how you will Cue their use of Unit Organizers.

•Describe and model how you will Do the routine.

•Explain how you will Review the information.

Debrief.

KU-CRL

Go! – Pages 36-44

Specific "CRAFT" Guidelines for:• "Launching the Unit"

• "Floating the Unit"

• "Tying Up the Unit” General Use Guidelines:

•Use the routine explicitly.

•Be creative

•Beware of pitfalls.

•Evaluate your use of the routine.

KU-CRL

Win! – Pages 44-47

Ideas for personal professional development as YOU use the routine regularly

Ways of checking that STUDENTS are learning what they are supposed to be learning, are gaining personal satisfaction, and are getting improved grades.

KU-CRL

Let’s Revisit Our Unit Plans

The following questions can be used to focus your analysis:

•What are the learning objectives?

•What learning differences among students do you anticipate?

Key Components For Differentiation

Content

Process

Product

Content/Standards Assessment Grouping Strategies Introductory Activities Teaching Methods Learning Activities Resources Products Extension Activities Adaptations Based on

Learner Needs

The Parallel Curriculum, 2002

Framework for Planning

Topic Content

Standard(s) Expected

Outcomes (Performance Criteria)

Activities for Learning• Instructional Method

•Learning Organizers

•Materials

•Grouping of Students

•Product (Demonstration of Learning)

Who Are Your Students?

Communication Strengths & Preferences

Prior Knowledge or Skill ExpertiseLearning Rate

Cognitive Ability

Learning Style PreferencesMultiple Intelligences

Motivation, Attitude, Effort

Interest, Strength, Talent

Gender, Ethnicity, Primary Language

Self-Efficacy

Universal Design Tools

* Big Ideas

* Strategic Instruction

* Prime Background Knowledge

* Mediated Scaffolding

* Judicious Review

modifyadapt

extend enrich

Intensiv

e

instructi

on

Expanded

instruction

A few

some

all students

A few

some

Accessing the General Education Curriculum

J. Bauwens

Differentiated Instruction

Grouping Strategies

Teaching Methods

Learning Activities

Resources

Extend

Modifications

Un

ivers

al

Diff

ere

nti

ati

on

Focu

sed

D

iffere

nti

ati

on

All Students in School

Products

Assessment

Accommodations/Adaptations

Content/Standards Extension Activities

Respectful Tasks

Diff

ere

nti

ati

on

Enrich

Basic Principles to Remember

Differentiation is not a new concept.

Differentiation is not planning individualized lessons for each student in the class.

It is also not whole group instruction all of the time.

Differentiation is necessary.

Basic Principles to Remember

You know your students. You are the best judge of when and what you can do to help all students be successful learners of your content area.

Keep it simple. Start small. Build on current effective instructional practices.

Next Steps

Refine your unit organizer & plan a lesson

Managing the Differentiated Classroom January 13, 2006

Assessing within the Differentiated ClassroomFebruary 6, 2006

Teaching within the Differentiated ClassroomApril 28, 2006

TTT: Things Take Time

One subject area at a time

One unit at a time One lesson at a

time One strategy at a

time

Thank You!

Please contact us if you have any questions:

SERC (860) 632-1485

David Cormier x320, cormier@ctserc.org Kim Mearman x314, mearman@ctserc.org Alice Henley x 311, henley@ctserc.org