Not Letting Our Limits Become Theirs:Creating the Intentional Community through Differentiation

Dr. Cathy Hamiltoncathy@cathyhamiltonassociates.com

513-295-5360

History of Special Education• Pre-1975• 1975—First giant unfunded mandate

– Least restrictive environment– “mainstreaming”

• 1990---Second giant unfunded mandate– Why? Follow the federal dollar.– Seeking more independent adult life– Inclusivity, still with a continuum

• 2002—NCLB, funded, kinda– All children, excepting a tiny percentage, held to

standards– All children, excepting tiny percentage, tested w/same

test• 2011—What is our school’s approach to the at-risk child?

Please write down a response to the following questions:

What was the most powerful academic lesson you delivered…. that involved the most children in the lesson and had the most students mastering the content you wanted to teach?

What do you think caused the lesson to be so very successful?

Today’s Objective

Enhance strategy bag for more effective, differentiated

instruction

What To Differentiate

• Content – What they will learn (State of Ohio determines this.)

• Process – How they will learn it

• Product – How they will apply it

• Environment – The atmosphere, attitudes, and expectations to motivate and encourage.

RELEVANCE—RIGOR—RELATIONSHIP

The Human Brain’s Response to Stimuli

Reptilian

(Survival)

Old Mammalian

(Emotion)

Mammalian

(Critical Thinking)

Reuven Feuerstein, Ruby Payne

Bui

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ps,

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..1. calls on everyone in the room equitably.2. provides individual help.3. gives “wait” time (allows student enough time to arrive). 4. asks questions to give the student clues about the answer.

5. asks questions that require more thought.6. tells students whether their answers

are right or wrong.

7. gives specific praise.8. gives reasons for praise.9. listens.

10. accepts feelings of the student.11. gets within an arm’s reach of each student each day.

12. is courteous to students.13. shows personal interest & gives sincere, specific

compliments.14. touches students (appropriately).

15. desists (he/she does not call attention to every negative behavior), differentiates between the nuisance, the rude, and the illegal behaviors.

T.E.S.A.Robert Rosenthal, 1972Jere Brophy, 1999

“ If we want children to

critically think, we

must let them

practice.”

CREATIVITY

MEDIATION OF BEHAVIOR

• What behavior is desired?

• Why is that behavior important?

• How does that behavior look? Sound?

• CHILD

• PARENT

• ADULT

OHT 45/1

What voice are we using when trying to change a behavior?

80- 90% School-wide80- 90% School-wideInterventions ThroughInterventions Through

Best Practices in ClassroomsBest Practices in Classrooms

Increase intensity whendata shows that lower level responses areinsufficient.

Decrease intensity of intervention as data shows growth in independence and skill.

1-5% Intensive Specialized 1-5% Intensive Specialized InterventionsInterventions

5 -10% Targeted Interventions5 -10% Targeted Interventions

Effective Lesson Design

Reteach/Enrich?

Madeline HunterCathy Hamilton

1. Identifying similarities and differences 2. Summarizing and note-taking

3. Reinforcing effort and providing recognition4. Appropriately using homework & practice

5. Using non-linguistic representation6. Using cooperative learning

7. Setting objectives and giving feedback8. Generating and testing hypotheses

9. Offering cues, questions, and advance organizers (RUBRICS)

Marzano, et al 2001

IndependentPractice &Assessment

Clo

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An

tici

pat

ory

Set

Obj

ectiv

e

Reteach?

Checks for understanding and guided practice embedded

Research-based “best practices”: A variety of lesson delivery format should be used in a new lesson

LESSON DELIVERY

The lesson delivery should reflect understanding of student learning styles, brain research on attention span and retention capacity.

6 & 7

8

4 & 5

1

2

3

Enrich

Charlotte Danielson’s Domains

Domain I: Planning and Preparation

A. Demonstrating knowledge of content & pedagogy

B. Demonstration of knowledge of students

C. Selecting instructional goals

D. Demonstrating knowledge of resources.

E. Designing coherent instruction.

F. Assessing student learning.

Domain II: The Classroom Environment

A. Creating an environment of respect and rapport.

B. Establishing a culture for learning.

C. Managing classroom procedures

D. Managing student behavior E. Organizing physical space

Danielson’s Domains/Pathwise/Praxis

Domain III:Instruction

A. Communicating clearly and articulately

B. Using questioning and discussion techniques

C. Engaging students in learning.

D. Providing feedback to students.

E. Demonstrating flexibility & responsiveness.

Domain IV: Professional

ResponsibilitiesA. Reflecting on teaching.

B. Maintaining accurate records.

C. Communicating w/families D. Contributing to the school and district.

E. Growing and developing professionally.

F. Showing professionalism.

Searle Enterprises Inc. 2007

Glaser’s Research on Glaser’s Research on Retention of LearningRetention of Learning

10% of what you read10% of what you read

20% of what you hear20% of what you hear

30% of what you see30% of what you see

50% of what you see, read and hear50% of what you see, read and hear

70% of what you discuss with others70% of what you discuss with others

80% of what you do with others80% of what you do with others

95% of what you teach to others95% of what you teach to others

Pacing of the Lesson

Pacing the time, levels of thinking and difficulty, styles of activities and energy levels required.

Downtime (Processing time)

Best Practice #1Similarities and Differences

(Teacher behaviors)• Assigning in-class and homework tasks that

involve comparison and classification• Assigning in-class and homework tasks that

involve metaphors and analogies• Direct modeling and discussion• Promoting divergent thinking as students

identify similarities and differences on their own

• Using graphic organizers to represent thinking (see BP #5)

Best Practice #2Summarizing and Note-taking

(Teacher behaviors)• Asking students to generate verbal summaries• Asking students to generate written summaries• Asking students to take notes• Asking students to revise their notes, correcting

errors and adding information

WHAT WORKS IN SCHOOLS, Marzano et al, 2001

Best Practice #3Recognizing effort & providing recognition

(Teacher behaviors)• Recognizing and celebrating progress toward

learning goals throughout a unit

• Recognizing and reinforcing the importance of effort

• Recognizing and celebrating progress toward learning goals at the end of the unit

Best Practice #4 Appropriately using homework and practice

(Teacher Behaviors)

• Providing specific feedback on all assigned homework

• Assigning homework for the purpose of practicing skills and procedures that have been the focus of instruction.

WHAT WORKS IN SCHOOLS, Marzano et al, 2001

Best Practice # 5: Nonlinguistic Organizers

(.75 effect size or 27 percentile points)

• Knowledge is stored in two forms:– Linguistic: words, metaphors– Imagery: mental pictures or physical

sensations (smell, touch, taste, sound)

• The more we teach student to use both systems, the stronger the effect on academic achievement.

Best Practice #5 Non-linguistic Organizers

(Teacher Behaviors)• Asking students to generate mental images

representing content• Asking students to draw pictures or pictographs

representing content• Asking students to construct graphic organizers

representing content• Asking students to act out content• Asking students to make physical models of

content• Asking students to make revisions in their mental

images, pictures, pictographs, graphic organizers, and physical models

Best Practice #6 Cooperative Learning(Teacher Behaviors)

• Organizing students in cooperative groups when appropriate

• Organizing students in ability groups when appropriate---fluid grouping, not “tracking”

WHAT WORKS IN SCHOOLS, Marzano et al, 2001

Best Practice #7 Teacher behavior:Setting objectives/providing feedback

• Setting specific learning goals at the beginning of a unit• Asking students to set their own learning goals at the

beginning of a unit• Providing feedback on learning goals throughout the unit• Asking students to keep track of their progress on learning

goals• Providing summative feedback at the end of the unit• Asking students to assess themselves at the end of the unit

0 = Many errors or is not interesting at all1 = Boring or too many errors to be 2 = Acceptable

3 = Very Good4 = Exceptional-- acceptable without being fixed up

Range o

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a

Rub

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Best Practice #8

Generating and testing hypothesis

Best Practice #9

Questions, cues & advance organizers

Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

1. When asked, students• Can explain their learning goals• Can identify and explain personal learning goals• Can describe their strong and weak areas related to

major learning goals or topics• Can identify what they need and are going to do to

continue their progress• Can show graphically their progress toward learning

goals and class progress• Demonstrate pride in their progress

Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

2. During classroom visits, observers notice (depending on how often the classroom is visited)

• Students identifying and monitoring progress toward their learning goals• Student questions and classroom interactions are focused on learning• Goals more than on completing assignments• Students using rubrics, scales, and feedback from previous performance to direct their work

Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

3. Classroom artifacts reveal

• Graphic representations of students’ progress toward

goals and class progress

• Assignments that are designed to enhance achieving

clear learning goals

• Rubrics or scales for learning goals