1 For Differentiation RAMP-UP 2006 2 Georgia will lead the nation in improving student achievement.

1

For DifferentiationRAMP-UP 2006

2Georgia will lead the nation in improving student achievement.

3

What is Differentiation?

With your elbow partners, write a short definition. (<10 words)

Shorten your definition and challenge other teams to discover the shortest, best definition.

“I can name that song in five notes.”

Georgia will lead the nation in improving student achievement.

4

DIFFERENTIATION suggests we look at "ballparks"

or "zones" in which students cluster -- so that on a

particular day, depending on our students and their

needs -- we might offer two or three or four routes to a

goal -- not 23 or 30.

INDIVIDUALIZED INSTRUCTION

proposes that each learner have materials

and tasks based on the very particular

needs of that student.


5

TEACHERS CAN DIFFERENTIATE

AT LEAST FOUR CLASSROOM ELEMENTS

ACCORDING TO STUDENTS’

CONTENT PROCESSPRODUCT

READINESSLEARNINGPROFILE

INTERESTS

LEARNINGENVIRONMENT


7

Does One Size Fit All?

Were you ever “stuck” with a teacher who only knew one way to teach?

In your school, what is the current paradigm under which most teachers operate?

Can ALL students meet standards as they are now served?


8

You don’t know where your turn is and the cars speeding

by you make you even more nervous. You may feel like

pulling over and giving up. Do you feel like “dropping

out” of ATLANTA?

You just aren’t at the same readiness level as the other

drivers. You just need a little Differentiation.

Imagine being from a small town

and then you are forced to drive in

metro Atlanta.

Most of the other drivers are

familiar with the area and are

easily flying around you.


9

When a teacher tries to teach something to

the entire class at the same time, chances are

that one-third of the kids already know it;

one-third will get it; and the remaining one-

third won’t. So two-thirds of the

children are wasting their time.

From Lillian Katz…


10

Would you …?• Choose to spend the majority of your day

practicing things you don’t truly understand or don’t know how to do?

Would you…?• Choose to spend the majority of your day

practicing things you already know well?


11

A common surprise for teachers is that many students

who are restless, uninvolved, or misbehave in one-size-

fits-all settings become "less problematic" in effectively

differentiated classrooms.

DIFFERENTIATION = LESS DISCIPLINE REFERRALS.

I think we often worry particularly about

students who pose behavior issues in the

classroom and conclude that in more flexible

settings, the problems would intensify. In fact,

they often lessen because the system is

working better for the student. Tomlinson


12

Teachers in Differentiated Classrooms are Students of their Students.

Teachers in Differentiated Classrooms are Students of their Students.

Become a kid watcher.

Study the kids in any moment and in any way you can.

Learn to see them as individuals rather than a group. Ask them how the class is working for them and how to make it work better. Then begin to respond to what you see and hear.


13

To Differentiate, over time we need to become

experts in four areas:

Our Students

Our Curriculum

Cognitive Theory

Differentiated Instruction Practices


14

YOUR NEXT STEPS

• Introduce all teachers to concept & rationale

• Develop common understanding of key terms

• Provide opportunities for learning

• Establish expectations

• Provide opportunities for teachers to demonstrate and share

• Provide support – resources and time


15

• Encourage risk-taking

• Observe and provide feedback

• Find local experts to model lessons

• Celebrate success and effort

• Limit teacher overload

YOUR NEXT STEPS


16

• A rationale for differentiation

• Pre-assessing student readiness

• Flexible and fluid grouping practices

• Their new role in a differentiated classroom

• Appropriate use of varied instructional strategies

• Developing carefully focused tasks and products

• Knowing how to teach a variety of learners

Teachers may need help with . . .

Carol Tomlinson


17

Understand the key definitions and principles of effective differentiation.

Be able to communicate why differentiation makes sense for the district.

Create an environment of focus and support needed for complex change.

Allow different paths for differentiation to happen in schools & classrooms.

Make certain that district procedures and policies support differentiation.

Appreciate what will be asked of teachers and administrators.


18

Seventh Grader’s Comment

“I like this class because there’s something

different going on all of the time. My

other classes, it’s like peanut butter for

lunch every single day. This class, it’s

like my teacher really knows how to cook.

It’s like she runs a really good restaurant

with a big menu and all.”The Differentiated Classroom: Responding to the Needs of All Learners Carol Ann Tomlinson


19

Differentiation is also a philosophy with a set of beliefs:

Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances.

The differences in students are significant enough to make a major impact on what students need to learn, the pace at which they need to learn, and the support they need from teachers and others.

Students will learn best when supportive adults push them slightly beyond where they can work without assistance.


20

Differentiation is also a philosophy with a set of beliefs:

Students will learn best when they can make a connection between the curriculum and their interests and life experiences.

Students are more effective learners when classrooms and schools create a sense of community in which students feel significant and respected.

The central job of schools is to maximize the capacity of each student.


21

LOOK-FORS in the Classroom• Learning experiences are based on student

readiness, interest, or learning profile.

• Assessment of student needs is ongoing, and tasks are adjusted based on assessment data.

• All students participate in quality work.

• Students work in a variety of flexible groupings.

• Use of time is flexible in response to student needs.

• The teacher uses a variety of instructional strategies to help target instruction to student needs.

• There are clearly established criteria used to help support student success.

• Student strengths are emphasized.Georgia will lead the nation in improving student achievement.

22

Use graphic organizers to help students take notes.

Let kids work alone or with a partner.

Have 2 ways to express learning rather than one.

Highlight text -- marking the really essential portions of

a chapter with a marker -- to support reading of ELL or

SWD.

Teach whole-to-part rather than only part-to-whole.

Meet with small groups of students while other kids are

doing required written work.

EASY FIRST STEPS to make classrooms a better fit without "breaking the bank" of planning time.


23

In The Sound of Music, Julie Andrews

takes the seven children on a bike ride.

As they ride, some children follow the

teacher, some ride alongside the teacher,

and some move ahead. One is carried

piggyback style on her back because she

can't ride at all. Despite everyone's

different rate and competency with bike

riding, the group is moving as a whole;

everyone is on the trip, advanced and

struggling bike riders, and no one is left

behind. Rick Wormeli 2003


25

THE REAL MAGIC BUS


26

GEORGIA SCHOOL STANDARDS

EIGHT STRANDS OF QUALITYGEORGIA SCHOOL STANDARDS

EIGHT STRANDS OF QUALITY

CurriculumCurriculum

InstructionInstruction

AssessmentAssessment

Planning and OrganizationPlanning and Organization

Student, Family & Community SupportStudent, Family & Community Support

School CultureSchool CultureLeadershipLeadership

Professional LearningProfessional Learning


30

Ineffective Teacher's Curriculum Presentation:

CP RABC F BICN NMT V

Highly Effective Teacher's Curriculum:

CPR ABC FBI CNN MTV

It's the same curriculum the first teacher had, but the teacher changed the pacing of its delivery so students could make sense of it and bring meaning to it. She used her subject expertise and knowledge of her students to re-group it.

32

DIFFERENTIATION

“That students differ may be inconvenient, but it is inescapable.”

~ Researcher/Reformer Theodore Sizer

33

Deepak provides in-class spiritual counseling.Gary scrawls cartoons in the margins of his notebook.

Meet your new class.J.K. Rowling, Richard Feynman, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin Powell,

Deepak Chopra, Jane Goodall, and Gary Larson

J.K. is writing about wizards on scraps of paper.Richard is daydreaming about physics equations.Lauryn softly hums the tunes for a new reggae hit.Julian wants to paint fall leaves on the windowpanes.Mia can't wait to get to PE.Colin is organizing the ROTC fundraiser.Jane adds a new animal to the class zoo daily.

http://www.imdb.com/name/nm0773603/photogallery

http://en.wikipedia.org/wiki/Image:Gary_Larson.jpg

40

Understanding by DesignBloom’s Taxonomy

Marzano’s New Taxonomy

Six Facets of Understanding

Bloom’s

Taxonomy

Marzano’s Taxonomy

Explanation Knowledge Retrieval

Interpretation Comprehension: interpretation,

translation, extrapolation

Comprehension

Application Application Analysis

Perspective Analysis Utilization

Empathy Synthesis Goal setting and monitoring

Self-Knowledge Evaluation Self-system thinking

41

Space Unit a la BloomRemembering Cut out “space” pictures from a magazine. Make a display or a

collage. List space words. List the names of the planets in our universe. List all the things astronauts would need for a journey.

Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make model of planets.

Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.

Analyzing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs.

Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why.

Creating Write a newspaper report for the following headline: “Spaceship Out of Control.” Design a space suit. Create a game called “Space Snap.” Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

43

Some Ideas for Differentiating InstructionREADINESS

– Varied texts by reading level

– Varied supplementary materials by reading level

– Varied scaffolding (reading, writing, research, technology)

– Flexible time use

– Learning contracts

– Varied graphic organizers

– Compacting

– Tiered or scaffolded assessment

– Small-group instruction

– Homework options

INTEREST

– Topic (i.e., photography, poetry, life science, mathematics, etc.)

– Model of Expression (i.e., oral, written, designed/built, artistic, abstract, community service, etc.)

LEARNING PROFILE

– Group orientation (i.e., independent, group, adult)

– Cognitive style (i.e., whole-to-part/part-to-whole, concrete/abstract, oral/visual, etc.)

– Learning environment (i.e., quiet/noise, warm/cool, still/mobile, etc.)

– Intelligence preference (i.e., analytic, practical, creative, verbal/linguistic, logical/mathematical, etc.)

44

A PRE-READING ACTIVITY

46

Choice of books

Homework options

Use of reading buddies

Varied journal prompts

Orbitals

Varied pacing w/anchor options

Student-teacher goal setting

Work alone/together

Whole-to-part explanations

Flexible seating

Varied computer programs

Design-A-Day

Varied supplementary materials

Varying scaffolding on same organizer

Let’s Make a Deal projects

Computer mentors

Think-pair-share by readiness, interest, learning profile

Open-ended activities

Jigsaw

Multiple levels of questions

LOW-PREP DIFFERENTIATION STRATEGIES

47

Entry points

Varying organizers

Literature circles

Personal agendas

Stations

Group investigation

Choice boards

Simulations

Problem-based learning

Student-centered writing formats

Tiered activities, labs, or products

RAFT assignments

Independent study/projects

Multiple texts

Alternative assessments

Learning contracts

4MAT

Multiple-intelligence options

Compacting

Graduated rubrics

HIGH-PREP DIFFERENTIATION STRATEGIES

49

TRADITIONAL CLASSROOM

9. Mastery of facts & skills-out-of-context are the focus.

10. Single option assignments are the norm.

11. Time is relatively inflexible.

12. A single text prevails.

13. Single interpretations of ideas and events may be sought.

14. The teacher directs student behavior.

15. The teacher solves problems.

16. The teacher provides whole class standards for grading.

17. A single form of assessment is often used.

DIFFERENTIATED CLASSROOM

9. Use of essential skills to make sense of key concepts is the focus.

10. Multi-option assignments are frequently used.

11. Time is used flexibly with student need.

12. Multiple materials are provided.

13. Multiple perspectives on ideas and events are routinely sought.

14. The teacher facilitates students to become more self-reliant.

15. Students help one another and the teacher solve problems.

16. Students work with teacher to establish learning goals.

17. Students are assessed in multiple ways.

50

TRADITIONAL CLASSROOM

1. Student differences are masked or acted upon when problematic.

2. Assessment is most common at the end of learning to see “who got it.”

3. A relatively narrow sense of intelligence prevails.

4. A single definition of excellence exists.

5. Student interest is infrequently tapped.

6. Relatively few learning profile options are taken into account.

7. Whole class instruction dominates.

8. Coverage of texts and/or curriculum guides drives instruction.

DIFFERENTIATED CLASSROOM

1. Student differences are studied as a basis for planning.

2. Assessment is on-going and diagnostic to make instruction more

responsive.

3. Focus on multiple forms of intelligences is evident.

4. Excellence is defined by student growth.

5. Students are frequently guided in making interest-based learning

choices.

6. Many learning profile options are provided.

7. Many instructional arrangements are used.

8. Student readiness, interest, and learning profile shape instruction.

51

Learning Styles

Multiple Intelligences

Bloom’s Taxonomy

Cooperative Learning

Cognitive Psychology

57

Why Differentiate?“ONE SIZE FITS ALL”

instruction does not address the needs of many students.

Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

59

• Assessment & Diagnosis

• Flexible, Fluid Grouping

• Tiered Activities

• Anchor Activities

• Differentiated Centers

• Curriculum Compacting

• Learning Contracts

• Adjusting Questions

• Independent Study

Not Differentiated Fully Differentiated

Reactive, Fixed, Closed Proactive, Fluid, Open

“One Size Fits All.”

60

KEY PRINCIPLES OF A DIFFERENTIATED CLASSROOM

• The teacher is clear about what matters

in the curriculum.

• The teacher understands, appreciates, and

builds upon student differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and

product in response to student readiness,

interests, and learning profile.

61

Where are the differences coming from?Prior knowledge

Prior experiences Cultural values and norms

Differences in cognitive development Home environment

Maturity level Self-efficacy

Cultural perceptions of school & learning

Differentiation is an approach to teaching that is based on a philosophy that expects student differences in learning, and believes that teaching should be adjusted to these differences.

62

• All students participate in quality work -engaging, relevant, challenging, neither boring nor frustrating.

• Students and teachers are collaborators in learning.

• Goals are for maximum growth and continued success.

• Flexibility is the hallmark of a differentiated classroom.

KEY PRINCIPLES OF A DIFFERENTIATED CLASSROOM

63

Providing a “Rack of Learning Options”

• We need to do more than “tailor the same suit of clothes.”

• Differentiation requires thoughtful planning and proactive approaches.

64

Leadership in Differentiation

Requires that:

• Differentiation be part of teacher plans.

• Differentiation be part of school plans through the values and beliefs of the organization.

• Differentiation be part of all professional learning teams.

65

PRINCIPALS WHO SUPPORT DIFFERENTIATION:

• Build professional learning

communities: job-embedded learning,

study groups, action research, peer

coaching, collaborative planning and

review of student work.

• Effectively use faculty meetings and

non-instructional time.

66


• Capitalize on support from experts in the

school, in the district or in the region.

• Develop supervision techniques that motivate

and recognize efforts to implement

differentiation strategies.

• Choose professional learning opportunities

that provide follow-up coaching and allow

teachers time to practice new skills.

67


• Provide building-level professional learning

opportunities that match teacher/school goals.

• Ensure differentiation aligns with school

values and beliefs.

• Provide time for on-going dialogue about

differentiation.

• Develop common understanding of

differentiation and related terms.

68


• Observe and support teachers’ growth with

specific feedback.

• Give time and support for modeling,

mentoring, consulting, collaborating, and

discussing differentiation.

• Know that this change is a learning process

and will take time to implement fully.

69

Ensuring Success For ALL!

Differentiation is how to teach the same

standard to a range of learners by

employing a variety of teaching and

learning modes.

70

TOMLINSON’S FOUR CHARACTERISTICSTHAT SHAPE TEACHING AND LEARNING IN A

EFFECTIVELY DIFFERENTIATED

Instruction is concept focused and principle driven.

On-going assessment of student readiness and growth are built-in.

Flexible grouping is consistently used.

Students are active explorers. Teachers guide the exploration.

71

Instruction is concept focused and principle driven. All students

have the opportunity to explore and apply the key concepts of the

subject being studied. All students come to understand the key

principles on which the study is based. Such instruction enables

struggling learners to grasp and use powerful ideas and, at the

same time, encourages advanced learners to expand their

understanding and application of the key concepts and principles.

Such instruction stresses understanding or sense-making rather

than retention and regurgitation of fragmented bits of information.

Concept-based and principle-driven instruction invites teachers to

provide varied learning options. A "coverage-based" curriculum

may cause a teacher to feel compelled to see that all students do

the same work. In the former, all students have the opportunity to

explore meaningful ideas through a variety of avenues and

approaches.

72

On-going assessment of student readiness and growth are built

into the curriculum. Teachers do not assume that all students need

a given task or segment of study, but continuously assess student

readiness and interest, providing support when students need

additional instruction and guidance, and extending student

exploration when indications are that a student or group of

students is ready to move ahead.

73

Flexible grouping is consistently used. In a differentiated class,

students work in many patterns. Sometimes they work alone,

sometimes in pairs, sometimes in groups. Sometimes tasks are

readiness-based, sometimes interest-based, sometimes

constructed to match learning style, and sometimes a combination

of readiness, interest, and learning style. In a differentiated

classroom, whole-group instruction may also be used for

introducing new ideas, when planning, and for sharing learning

outcomes.

74

Students are active explorers. Teachers guide the exploration.

Because varied activities often occur simultaneously in a

differentiated classroom, the teacher works more as a guide or

facilitator of learning than as a dispenser of information. As in a

large family, students must learn to be responsible for their own

work. Not only does such student-centeredness give students more

ownership of their learning, but it also facilitates the important

adolescent learning goal of growing independence in thought,

planning, and evaluation. Implicit in such instruction is (1) goal-

setting shared by teacher and student based on student readiness,

interest, and learning profile, and (2) assessment predicated on

student growth and goal attainment.

75

Have a strong rationale for differentiation based on student readiness, interests, or learning profile.

Page 35

76

Students learn best when they are challenged slightly beyond where they can work without assistance.

Zone of Proximal Development –

Vygotsky

Students learn best when they can make a connection between their interests and life experiences.

Concept Based Instruction – Erikson

Teaching for Understanding by Design – Wiggins & McTighe

77

Strategies That Support Differentiation

Maxi-Strategies Mini-Strategies

• Assessment & Diagnosis• Flexible Grouping• Tiered Activities• Anchor Activities• Differentiated Learning Centers• Curriculum Compacting• Learning Contracts• Adjusting Questions• Independent Study

• Reading & Study Buddies• Student or Adult Mentors• Exit Cards• Task Cards• Student Expert Desks• Three Before Me• The Dr. Is In• Mini-Lessons• Multiple Texts• Interest Surveys

78

Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in the content area.

• The teacher understands, appreciates, and builds upon student differences.

• Assessment & instruction are inseparable.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

79

Key Principles of a Differentiated Classroom

• The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile.

• Goals are maximum growth and continued success.

• Flexibility is the hallmark of a differentiated classroom.

81

• How can a professional learning community help with Differentiation?

• Do your teachers see the link between Differentiation and Standards-Based Practices?

• Do your teachers understand how Differentiation will help ensure that all students meet standards?

From a Principal’s Point of View,

82

DIFFERENTIATED COMPARE TO TRADITIONALTraditional Classroom Differentiated Classroom

1. Assessment at the end of a unit of study

2. Dominance of whole class instruction

3. Adopted textbooks the main instructional resource

4. Teacher the main problem solver

5. Quantitative focus on assignments

6. Commercially prepared worksheets the primary method of practicing skills

7. Convergent questions dominate and single correct answers rewarded

8. Instruction time predetermined and relatively fixed for assigned tasks - inflexible

1. Assessment ongoing, diagnostic and influences instruction

2. Variety of instructional strategies and arrangements within a classroom

3. Multiple types of materials utilized as resources

4. Students actually engaged in solving problems

5. Qualitative focus to assignments

6. Students use multiple methods of skill practice

7. Questions asked frequently by students as well as teachers, open-ended questions spark divergent thinking

8. Student assessment determines how much time spent on a task or project - flexible

1 For Differentiation RAMP-UP 2006 2 Georgia will lead the nation in improving student achievement.

Documents

Transcript of 1 For Differentiation RAMP-UP 2006 2 Georgia will lead the nation in improving student achievement.