SCHOOL LEADERSHIP For Differentiation RAMP-UP 2006.

SCHOOL LEADERSHIP For Differentiation RAMP-UP 2006

Georgia will lead the nation in improving student achievement.
WORM HOLES LEADING TO TERMS HS EXAMPLE RESEARCH ELEM EXAMPLE STRATEGIES TRAD VS DIFF DIFF IDEAS HI PREP-LOW PREP BLOOM & BEYOND Georgia will lead the nation in improving student achievement.

ACTIVITY “I can name that song in five notes.” Tailored instruction Expert teaching 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. Georgia will lead the nation in improving student achievement.

A POINT OF CONFUSION INDIVIDUALIZED INSTRUCTION proposes that each learner have materials and tasks based on the very particular needs of that student. 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. Georgia will lead the nation in improving student achievement.

TEACHERS CAN DIFFERENTIATE AT LEAST FOUR CLASSROOM ELEMENTS
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: (1) content--what the student needs to learn or how the student will get access to the information; (2) process--activities in which the student engages in order to make sense of or master the content; (3) products--culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and (4) learning environment--the way the classroom works and feels. Readiness refers to the skill level and background knowledge of the child. Teachers use diagnostic assessments to determine students’ readiness. Interest refers to topics that the student may want to explore or that will motivate the student. Teachers can ask students about their outside interests and even include students in the unit-planning process. Finally, the student’s learning profile includes learning style (for example, is the student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example, does the student work best individually, with a partner, or in a large group), and environmental preferences (for example, does the student need lots of space or a quiet area to work). When a teacher differentiates, all of these factors can be taken into account individually or in combination (Tomlinson). MORE DETAILS Content. Examples of differentiating content at the elementary level include the following: (1) using reading materials at varying readability levels; (2) putting text materials on tape; (3) using spelling or vocabulary lists at readiness levels of students; (4) presenting ideas through both auditory and visual means; (5) using reading buddies; and (6) meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. Process. Examples of differentiating process or activities at the elementary level include the following: (1) using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; (2) providing interest centers that encourage students to explore subsets of the class topic of particular interest to them; (3) developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early; (4) offering manipulative's or other hands-on supports for students who need them; and (5) varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth. Products. Examples of differentiating products at the elementary level include the following: (1) giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); (2) using rubrics that match and extend students' varied skills levels; (3) allowing students to work alone or in small groups on their products; and (4) encouraging students to create their own product assignments as long as the assignments contain required elements. Learning Environment. Examples of differentiating learning environment at the elementary level include: (1) making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; (2) providing materials that reflect a variety of cultures and home settings; (3) setting out clear guidelines for independent work that matches individual needs; (4) developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and (5) helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson) CONTENT PRODUCT PROCESS LEARNING ENVIRONMENT ACCORDING TO STUDENTS’ READINESS INTERESTS LEARNING PROFILE Georgia will lead the nation in improving student achievement.

ACTIVITY Do you have students who feel this way about school?
(Wait Time, then use pointer) Do you have students who feel like they are being herded like cattle; like they are on an assembly line having something terrible poured into their skulls; or like they are not getting anywhere on our treadmills. Do they feel like their 8AM – 3PM lives are nothing but work? Do they feel that we are changing them into obedient robots or do they feel like parrots who are made to chirp by only what we have told them. Does they feel like the zombie dead or perhaps like a fish out of water? What about our methods, practices and procedures sends these messages to our students? When they try to escape these scenarios, they usually end up in the discipline office. ACTIVITY

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? Think about how you learn best. Is it in small groups? Is it alone? Is it with technology? Is it with real life application? Think about your own teaching staff? Which teachers have a full toolbox of differentiation skills? Do your “One Size Fits All” teachers have high failure rates? Do your “One Size Fits All” teachers load up the discipline office? What is your solution to your “One Size Fits All” teachers. I know a growing number of principals who – instead of confronting and dealing with the teachers – choose to develop all sorts of credit repair programs. I also know some principals who are doing school improvement the slow way: I believe it is called SI one retirement at a time. The fast track is Professional Learning for Differentiation. Walk across the hall to get differentiation. Georgia will lead the nation in improving student achievement.

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. ACTIVITY Maybe you need Tiered Driving Activities: Tier 1: Dublin, Cordele, Valdosta Tier 2: Macon, Savannah, Columbus Tier 3: 10AM Tier 4 Rush hour Use towns near where you are presenting. 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. Georgia will lead the nation in improving student achievement.

From Lillian Katz… 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. On a personal level, how many of you would be willing to have your own children spend two-thirds of their lives wasting their time. Georgia will lead the nation in improving student achievement.

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? Connections: As you walk through your building observing students working and speaking with them, how many are being asked to do just that? How many students are practicing skills without the requisite prior knowledge? How many are asked to do work that they already know very well because some have not yet mastered it? The job of administrators is to know the answer to these questions so these issues can be addressed by the professional learning teams. Georgia will lead the nation in improving student achievement.

DIFFERENTIATION = LESS DISCIPLINE REFERRALS. 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. Less referrals to the discipline office will give administrators more time to be in classrooms. 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 Georgia will lead the nation in improving student achievement.

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. Georgia will lead the nation in improving student achievement.

To Differentiate, over time we need to become experts in four areas: Our Students Our Curriculum Cognitive Theory Differentiated Instruction Practices OUR STUDENTS: Middle school teachers, for example, require an expertise in young adolescents, knowing their students are no longer elementary-age but are not ready for high school approaches either. In order for cognition and learning to take place, young adolescents require physical activity, opportunities for self-definition, structure and clear limits, meaningful relationships with adults, competence, and creative expression. (Turning Points, 2000) Information and skills do not go into to long-term memory unless these needs are satisfied. OUR CURRICULUM: We must be experts in our discipline as well. For example, as a math teacher, do I teach fractions first, or decimals' And where do percentages fit into the sequence. Some students require one sequence, but others would benefit from something different. As a subject expert, I can determine how one set of information serves as a foundation or subset of another. I can help students identify connections and teach for meaningful learning. Teaching isn't telling, nor is it presenting. This is where mediocre teachers stop. Accomplished teachers tell and present in such a manner that students find the information and skills meaningful. (RELEVANCE) COGNITIVE THEORY: For example, nothing goes into long-term memory unless it's attached to something already in storage. So, we create prior knowledge where there is none. If we're teaching something of major importance on Wednesday, and it's clear that seven students have no personal background with the intended concepts, we give the larger class an anchor activity on Monday, and we provide these seven students with the necessary background experience so they can fully participate and appreciate Wednesday's learning to come. Differentiated Instruction Practices: If we know only one model of instruction or one way to teach something, we're setting our students and ourselves up for failure. Professor, author, and literacy expert, Kylene Beers freely admits that for years she had only two ways to differentiate instruction for students who struggled: teach louder and slower. Her experiences convinced her to move beyond such ineffective practices, however, and her students are now achieving at dramatically higher levels. She and other successful educators embrace the lexicon and practices of differentiated instruction as the first step to mastering this thing called, 'teaching.' Successful differentiated instruction teachers give themselves three or more years to really feel savvy with differentiated instruction practices, realizing it's a journey, not a destination GPS Georgia will lead the nation in improving student achievement.

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 Georgia will lead the nation in improving student achievement.

YOUR NEXT STEPS Encourage risk-taking Observe and provide feedback Find local experts to model lessons Celebrate success and effort Limit teacher overload Georgia will lead the nation in improving student achievement.

Teachers may need help with . . .
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 Carol Tomlinson Georgia will lead the nation in improving student achievement.

KEYS FOR DISTRICT LEADERS
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. Leadership for Differentiating Classrooms and Schools CAROL ANN TOMLINSON Georgia will lead the nation in improving student achievement.

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 Georgia will lead the nation in improving student achievement.

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. Georgia will lead the nation in improving student achievement.

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. Georgia will lead the nation in improving student achievement.

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.

EASY FIRST STEPS to make classrooms a better fit without "breaking the bank" of planning time. 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. Georgia will lead the nation in improving student achievement.

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 The teacher scaffolded the instruction for some of them, and she allowed the more advanced children to surpass the teacher in execution of the skill. We might change the layout of the track, but all students are still in the race. Georgia will lead the nation in improving student achievement.

THE REAL MAGIC BUS PROFESSIONAL LEARNING DIFFERENTIATION ACTIVITY Georgia will lead the nation in improving student achievement.

Planning and Organization
GEORGIA SCHOOL STANDARDS EIGHT STRANDS OF QUALITY Curriculum Instruction Assessment Planning and Organization Student, Family & Community Support Professional Learning Leadership School Culture Georgia will lead the nation in improving student achievement.

CP RABC F BICN NMT V CPR ABC FBI CNN MTV
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. Here's an ineffective teacher's curriculum presentation: cp rabc f bicn nmt v. The student sees it as incoherent. If he's mature and supported by the adults in his life (neither one a sure thing), he buckles down and memorizes the information using a mnemonic device, but easily forgets the information once he's played the game of school and jumped through artificial hoops (tests). Here's a 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. He used his subject expertise and knowledge of his students to re-group it. Rick Wormeli, “Differentiating Instruction: A Modified Concerto in Four Movements”

DIFFERENTIATION “That students differ may be inconvenient, but it is inescapable.” ~ Researcher/Reformer Theodore Sizer Simply read the slide. FYI In 1984, Sizer founded the Coalition of Essential Schools and is currently serving as its Chair Emeritus. He received his B.A. from Yale University and his doctorate from Harvard University. He held several teaching positions before becoming dean of the Harvard Graduate School of Education. From 1983 to 1997, Sizer worked at Brown University where he became the Founding Director of the Annenberg Institute for School Reform. From Wikipedia

WHY DIFFERENTIATE? Meet your new class.
Why Differentiate? This is a question your teachers may ask of you, their principal. Use this slide and its scenario to convince even the most stubborn of your teachers of the need for D.I. You’ve often been told that there is good news and bad news. Well, what you have here is good news and bad news. The good news is that you (as a new teacher) have a small class of 9 students. The bad news is that these very different individuals are your 9 students. (Let audience read the slide for a few seconds.) There is also more bad news: You are forbidden to differentiate instruction with this class this semester. Lecture is the only instructional method allowed. Then click through the students one at a time. Use the phrase: “While you are lecturing” -- after each student’s picture is clicked in. Then click in what the students are doing while the teacher is lecturing. WHY DIFFERENTIATE? Meet your new class. J.K. Rowling, Richard Feynman, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin Powell, Deepak Chopra, Jane Goodall, and Gary Larson Lauryn softly hums the tunes for a new reggae hit. Richard is daydreaming about physics equations. Julian wants to paint fall leaves on the windowpanes. J.K. is writing about wizards on scraps of paper. Colin is organizing the ROTC fundraiser. Mia can't wait to get to PE. Jane adds a new animal to the class zoo daily. Deepak provides in-class spiritual counseling. Gary scrawls cartoons in the margins of his notebook.

HYPERLINKS

BLOOM & BEYOND

Understanding by Design Bloom’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 Analysis Perspective Utilization Empathy Synthesis Goal setting and monitoring Self-Knowledge Evaluation Self-system thinking

Space Unit a la Bloom Remembering Understanding Applying Analyzing
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.

DIFFERENTIATION IDEAS
Tell participants they are now going to look at some strategies in more depth. Go to the next slide.

Some Ideas for Differentiating Instruction
READINESS 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.)

Similarities Lincoln Douglas A PRE-READING ACTIVITY
'This is a compare and contrast of Frederick Douglas and Abraham Lincoln. Their similarities and differences are examined in each of the following five areas: childhood, education, careers, struggles, and politics. Given this knowledge before we begin reading, how might we set up our summarizations‘ Students set up Venn diagrams and other graphic organizers that allow them to compare and contrast the two figures. Similarities Lincoln Douglas

LOW-PREP AND HIGH-PREP DIFFERENTIATION

LOW-PREP DIFFERENTIATION STRATEGIES
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

HIGH-PREP DIFFERENTIATION STRATEGIES
Tiered activities, labs, or products RAFT assignments Independent study/projects Multiple texts Alternative assessments Learning contracts 4MAT Multiple-intelligence options Compacting Graduated rubrics Entry points Varying organizers Literature circles Personal agendas Stations Group investigation Choice boards Simulations Problem-based learning Student-centered writing formats

TRADITIONAL VS DIFFERENTIATED
CLASSROOM

TRADITIONAL CLASSROOM DIFFERENTIATED 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.

TRADITIONAL CLASSROOM DIFFERENTIATED 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.

RESEARCH BASE for DIFFERENTIATION
The research base for Differentiation is quite deep. >Learning Styles (Kenneth and Rita Dunn and others) >Multiple Intelligences (Howard Gardner) >Benjamin Bloom’s large body of work >Cooperative learning (Kurt Lewin and others) >Cognitive Psychology (Piaget, Vygotsky) >Learning Styles (Dunns) Stimuli Descriptions Environmental: sound, light, temperature, design; Emotional: motivation, persistence, responsibility, structure; Sociological: self, pair, peers, team, adult, varied ; Physical: perceptual, intake, time, mobility; Psychological: global/analytic, hemisphericity, impulsive/reflective Multiple Intelligences (Howard Gardner) Linguistic intelligence (as in a poet); Logical-mathematical intelligence (as in a scientist); Musical intelligence (as in a composer); Spatial intelligence (as in a sculptor or airplane pilot); Bodily kinesthetic intelligence (as in an athlete or dancer); Interpersonal intelligence (as in a salesman or teacher); Intrapersonal intelligence (exhibited by individuals with accurate views of themselves). Naturalistic Bloom devised a stairway with six major steps to learning and he wanted to reveal what students were thinking about when teachers were teaching, because he recognized that it was what students were experiencing that ultimately mattered. Lewin: Organization behavior, experiential learning, and the study of group dynamics. Learning is best facilitated when there is action (experimentation), reflection, generalization. Acting together within a group can bring about success. Vygotsky’s theories present knowledge as a societal product: learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Piaget: Children are not empty vessels to be filled with knowledge but active builders of knowledge — little scientists who are constantly creating and testing their own theories of the world. RESEARCH BASE for DIFFERENTIATION Learning Styles Multiple Intelligences Bloom’s Taxonomy Cooperative Learning Cognitive Psychology

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. Reflective question – Do you agree with these statements?

“One Size Fits All.” Not Differentiated Fully Differentiated
Reactive, Fixed, Closed Proactive, Fluid, Open Assessment & Diagnosis Flexible, Fluid Grouping Tiered Activities Anchor Activities Differentiated Centers Curriculum Compacting Learning Contracts Adjusting Questions Independent Study “One Size Fits All.” Connections: If the fully differentiated classroom is proactive, fluid and open, thoughtful planning is essential. Do we need this slide?

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. Connections: As you look at the key principles of a differentiated classroom, jot down the words that are key to you in understanding the purpose of differentiation.

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.

TRADITIONAL COMPARED TO DIFFERENTIATED CLASSROOM
KEY PRINCIPLES OF A DIFFERENTIATED CLASSROOM 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. Connections: Turn to a neighbor and discuss the salient features of differentiation. Ask participants who would like to share their thoughts with the group when they have finished discussion with a neighbor. Look for things such as collaboration, working toward the same standard, engaged students, using formative assessments, different teaching strategies, different products. TRADITIONAL COMPARED TO DIFFERENTIATED CLASSROOM

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. Why would differentiation require more thoughtful planning than most teachers currently do? Teachers must know their subjects backward and forward to teach things more than one way. Similarly, teachers must know their subjects backward and forward to explain the RELEVANCE of the learning.

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. Connections: Ask participants what is reasonable to “mandate” teachers do. What support then must be in place? (i.e. time for learning and development; professional learning communities operating as part of the culture; beginning with small steps, etc.)

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.

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. Connections: This slide and the next three outline and summarize what principals/leaders do to support differentiation when that is an expectation in the school. Continue to make linkages to the work of professional learning teams and to the behaviors of balanced leadership - especially the responsibilities of Monitor/Evaluate, Optimizer, Intellectual Stimulation, Change Agent, Ideals and Beliefs and Flexibility. (Have participants look at BL charts and identify behaviors and actions that are posted to make these linkages).

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.

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.

Ensuring Success For ALL!
Connections: Though NCLB now mandates all students meet the standards, it has always been the right thing to do! Compliance vs. capacity – don’t do enough to “test well,” but teach for deep understanding. Differentiation is how to teach the same standard to a range of learners by employing a variety of teaching and learning modes.

TOMLINSON’S FOUR CHARACTERISTICS
THAT 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.

Instruction is concept focused and principle driven
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.

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.

Flexible grouping is consistently used
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.

Students are active explorers. Teachers guide the exploration
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.

Have a strong rationale for differentiation based on student readiness, interests, or learning profile. Page 35

Zone of Proximal Development – Vygotsky
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

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 Notes:

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. Notes:

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. Notes:

From a Principal’s Point of View,
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? Have learning teams discuss these questions for 5 minutes to share any ideas they may have.

DIFFERENTIATED COMPARE TO TRADITIONAL
Traditional Classroom Differentiated Classroom Assessment ongoing, diagnostic and influences instruction Variety of instructional strategies and arrangements within a classroom Multiple types of materials utilized as resources Students actually engaged in solving problems Qualitative focus to assignments Students use multiple methods of skill practice Questions asked frequently by students as well as teachers, open-ended questions spark divergent thinking Student assessment determines how much time spent on a task or project - flexible Assessment at the end of a unit of study Dominance of whole class instruction Adopted textbooks the main instructional resource Teacher the main problem solver Quantitative focus on assignments Commercially prepared worksheets the primary method of practicing skills Convergent questions dominate and single correct answers rewarded Instruction time predetermined and relatively fixed for assigned tasks - inflexible

SCHOOL LEADERSHIP For Differentiation RAMP-UP 2006.

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SCHOOL LEADERSHIP For Differentiation RAMP-UP 2006.

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Presentation on theme: "SCHOOL LEADERSHIP For Differentiation RAMP-UP 2006."— Presentation transcript:

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