PROFESSIONAL DEVELOPMENT - ISNA · Teachers and students examine ... Teachers’ role in their...
Transcript of PROFESSIONAL DEVELOPMENT - ISNA · Teachers and students examine ... Teachers’ role in their...
Differentiated Instruction (DI)
Diverse Classrooms
Ø Culture, ethnicities, languages
Ø Varied abilities Ø English language
learners Ø Learning disabilities Ø Gifted students
Differentiated Instruction (DI)
¨ Definition “Differentiation consists of the effort of teachers to respond to variance among learners in the classroom.” Tomlinson
¨ Purpose of school is to maximize the capabilities of all students
Goal to provide an environment where no child is excluded
Differentiated Instruction (DI)
¨ Based on Student’s readiness, interest and learning profile, Tomlinson identified four elements for teachers to differentiate:
Content Process
Product Environment
Differentiated Instruction (DI) - Benefits
¨ Teachers and students examine learning status on a daily basis
¨ Motivation is high because students’ interests are linked to desired outcomes of the lesson.
¨ Students assume responsibility for their own learning ¤ choose the activities and projects ¤ aware of their own strength and
areas that need improvement
Student
Readiness
Interest Learning profile
Differentiated Instruction (DI) - Difficulty
¨ Planning lessons ¨ Teaching methods ¨ Instructional activities ¨ Ongoing assessment
To meet the needs of the diverse students in their classrooms, teachers might find the task daunting at times.
So differentiation is awesome, but how can
I implement it in my classroom?
Professional Development (PD)
¨ Data-driven ¤ PD based on data ¤ Teachers’ involvement
in the process
Student achievement
data
Professional development Implement
Professional Development (PD)
¨ Teachers’ role in their professional development
¤ “Teachers need to be actively engaged in their professional development”
Involvement Ownership Success
Professional Development (PD)
¨ “Teachers need to see the benefit of professional development for their teaching practice”
Believe
Involve
Change
PD in DI
“Staff development leading to more responsive classrooms is, then, staff development in quest of profound changes in standard teaching practice,” Tomlinson.
PD in DI - Differentiated
¨ plan for teachers’ readiness, interest and learning styles
¨ Multiple paths for participants to reach expertise
Every teacher develops their own understanding and practice through a systematic plan
Teacher
Readiness
Interest Learning profile
PD in DI – Diagnostic Skills
¨ Develop diagnostic skills to be able to determine, chart, and respond to students’ learning needs
Instruction Assessment
Curriculum
Professional Development (PD)
¨ Research-based theory ¨ Sources of knowledge: texts, courses ¨ Ongoing: not one-shot, monthly sessions ¨ Demonstrations & modeling of practice
New Knowledge
PD in DI – Preparing for DI
¨ Clear meaningful understanding of the main elements of differentiation ¤ Competent PD ¤ Effective mentoring ¤ Skilled professionals “High-quality differentiation
necessitates that teachers understand both the theory and related practices, as well as develop skills.”
PD in DI – Practicing DI
¨ Clear models of differentiation ¤ Visits to experienced teachers ¤ videos
¨ Coaches to demonstrate lessons, team teach, observe teachers trying new strategies, assist with assessments, work with students, provide resources, and plan lessons
¨ Administrators observe and provide feedback, not evaluative
PD in DI – Time to Reach Comfort
¨ Time to collaborate with colleagues for feedback and support ¤ Discussion ¤ Peer observations
PD in DI – Time to Reach Comfort
¨ Time for reflection on the new practice
¨ Time to grow and feel comfortable
Summary - Successful PD
¨ Prerequisites ¤ PD is based on student needs ¤ Teachers actively engaged ¤ Teachers believe in the value of
new skill
¨ Components ¤ New knowledge ¤ Support ¤ Time
¨ Differentiation ¤ Teacher’s
individual needs ¤ Diagnostic skills ¤ Flexible grouping
”I never teach my pupils; I only attempt to provide the conditions in
which they can learn.””
Albert Einstein
BACKGROUND – Granada
Ø Third grade students scoring lower on standardized testing Ø 2006: 71.3 percentile
Lowest reading score
Ø Class distributed over all proficiency level Ø 80-99th: 33% Ø 60-79th: 27% Ø 40-59th: 25% Ø Below 40th: 15%
PROBLEM
¨ The third grade students do not get sufficient instructional time in reading and writing.
¨ Differentiating instruction is the best method to be used by the language arts teacher to maximize benefit to all the different levels of the third grade students in the allotted instructional time.
PURPOSE
Ø Determine if teachers Ø when provided the appropriate
professional development on differentiated instruction
Ø can adapt the strategies for use in their classroom
Ø make a difference in the academic achievement of students in third grade
RESEARCH QUESTIONS
Ø What professional development practice, in the area of differentiated instruction, directly relates to teacher adoption in the classroom?
Ø In what ways does professional development on differentiated instruction affect the students’ achievement in language arts?
INTERVENTION
Ø Participants Ø 6 teachers (3rd, 4th, and 5th) Ø 4 administrators Ø 36 students (3rd grade)
Ø Education on differentiation Ø Monthly sessions (Oct 08 to Apr 09) Ø Literacy specialist & trainer in classroom management Ø 3 Books on DI and writing
INTERVENTION
Ø Modeling Ø At Granada – 4th grade class Ø Literacy Specialist teaching elements of writing Ø Monthly
Ø Observation Ø Skilled teachers Ø At other schools Ø Twice
Coaching was not provided
(too costly)
FINDINGS – Q1 (Teachers’ Feedback)
Ø Adoption of elements of the writing workshop Ø Journals Ø Student conferences Ø Modeling
Ø Collaboration with colleagues
Ø Excitement about this PD
FINDINGS – Q1 (Teachers’ Feedback)
Ø Good understanding of differentiation and its positive effects on the students
Ø Realization that differentiation is challenging Ø Lesson planning Ø Activity preparation
FINDINGS – Q2 (Students’ Results)
Ø Students maintained their levels between second and third grades. Ø Whole group (80%) Ø Same level groups
Ø In addition, the two students with the lowest average had made a significant improvement. Ø 56 to 71% Ø 45 to 63%
2011: 86th percentile 2013: 89th Percentile
FINDINGS – Q2 (Students’ Results)
Q2: Student Achievement (Theme Test Results)
55%
76%
86%
93%
65%
75%
83%
90%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
below 70% (3) 70-79% (13) 80-89% (11) above 90% (9)
2nd 3rd
RECOMMENDATIONS
Ø Explicit instruction on differentiation Ø Longer sessions Ø Assigned reading
Ø Coaching in the classroom Ø Expert Ø Peer collaboration
Ø Diagnostic skills
In-House PD
¨ Train-the-trainer program
¨ PD at school ¤ Small groups ¤ Ongoing sessions
¨ Coaching & Mentoring
Training Admin Teachers
PD - Other
¨ Common goals ¤ Schoolwide ¤ Teacher-specific
¨ Evaluation based on PD ¤ Class visits ¤ Performance review