1. Differentiating Within Classrooms Math, Reading, and Writing Blocks Belle View 2008

2. The Belle View Mission Statement At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student. At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student.

3. Closing the Achievement Gap While Raising the Bar For All Students Putting the most powerful instructional strategies into flexible groups during the math, reading, and writing blocks. Belle View’s mission statement leads to the goal of…

4. Small Ability-Grouping Effects (When Compared to Whole Class Teaching) Synthesis Study Focus Average Gains Slavin, 1987 Ability grouping (general) Small to Moderate Kulik & Kulik, 1987 Ability grouping (general) Small Kulik & Kulik, 1991 Ability grouping (general) Small Lou et al., 1996 Ability grouping (general) Small Low-ability students Small to Moderate Medium-ability students Small High-ability students Small Adapted from Marzano, 2001 Effect Sizes:.20 = Small Effect.50 = Moderate Effect.80 = Large Effect

5. Ability Grouping Effects (When Compared to Heterogeneous Grouping For Subject/Class) Ability Level of Students Average Gains Low ability Negative gain Medium ability Moderate gain High ability Small gain Many believe the trade-off for ability grouping is not worth the practice. There’s got to be a better way. Adapted from Marzano, 2001; Lou et al., 1996

6. Some Thoughts on Why This Happens, the Achievement Gap, and Change Numbered Heads Together Participants number off. Participants number off. Numbered groups discuss their quote. Each group will need a spokesperson. Numbered groups discuss their quote. Each group will need a spokesperson. Participants round robin their view points on the quote. Follow up with continued discussion. Participants round robin their view points on the quote. Follow up with continued discussion. Facilitator guides whole group discussion as each spokesperson shares each group’s main points and/or questions. Facilitator guides whole group discussion as each spokesperson shares each group’s main points and/or questions.

7. Some Thoughts On Why These Things Happen Ability grouping leads to drill and kill teaching rather than the proven, higher level thinking strategies-- particularly for low ability groups (Allington, 2002; Schudt et al., 2002) Ability grouping leads to drill and kill teaching rather than the proven, higher level thinking strategies-- particularly for low ability groups (Allington, 2002; Schudt et al., 2002) Self-fulfilling prophecy (Allington, 2002; Schudt et al., 2002) Self-fulfilling prophecy (Allington, 2002; Schudt et al., 2002) Mixed grouping allows for “just in time” feedback and explanation from higher level peers (Lou, 1996) which taps the strength of socially constructed learning (Vygotsky, 1978) Mixed grouping allows for “just in time” feedback and explanation from higher level peers (Lou, 1996) which taps the strength of socially constructed learning (Vygotsky, 1978) Higher level kids develop deeper understanding of concepts through these explanations (Lou, 1996) Higher level kids develop deeper understanding of concepts through these explanations (Lou, 1996) Medium ability students tend to engage in the dialogue/explanation only when with similar ability students (Lou, 1996) Medium ability students tend to engage in the dialogue/explanation only when with similar ability students (Lou, 1996)

8. Group One “Another reason for the decline in this practice [ability grouping by class] might be that many educators have made strong claims that ability grouping promotes inequity—in other words, it does little to narrow the gap between the ‘low ability students and the middle and high ability students.’” (Marzano, 2001)

9. Main Points From Group One Research showing not much progress Research showing not much progress Benefit from intellectual discussion and will try harder to achiever Benefit from intellectual discussion and will try harder to achiever Teacher will use a richer vocabulary Teacher will use a richer vocabulary Varies by subject perspective Varies by subject perspective Multiple forms of grouping within the class Multiple forms of grouping within the class

10. Group Two “ Unfortunately, in many classrooms, this [ability grouping] is the only form of grouping used in reading instruction. These group assignments tend to become fixed, and many children remain in the same level of grouping throughout their elementary years (pg. 2)…by third or fourth grade group assignments are relatively fixed.” (pg. 6) Caldwell & Ford, 2002

11. Main Point From Group Two Yes some ability grouping, but that is not the only type of grouping available Yes some ability grouping, but that is not the only type of grouping available Centers, interest groups, focus groups Centers, interest groups, focus groups Not the olden days…where kids stay in groups all day Not the olden days…where kids stay in groups all day

12. Group Three “’In whole class instruction, there is often an emphasis on the uniformity, rather than the diversity, of instruction.’ As well, whole-class instruction has been dominated by a transmission approach to learning…The emphasis is on ‘teacher explanations and encouragement, rather than on peer explanations and encouragement to promote learning.’” (pg. 5 ) Caldwell & Ford, 2002

13. Main Points From Group Three If you’re only hear yourself talking, then you may want to find ways to hear the kids’ voices If you’re only hear yourself talking, then you may want to find ways to hear the kids’ voices Responsive classroom is the way to go Responsive classroom is the way to go Chatter matters Chatter matters

14. Group Four “Ability grouping also affects social interactions. Students tend to stay with their group on the playground…Another effect of placement…is the creation of different expectations for achievement on the part of both pupils and teachers…Teachers make fewer demands on low-group students and set less exacting standards. Low expectations often result in ‘self- fulfilling prophecy of low-performing students, thereby contributing to a cycle of failure and lowered academic achievement and motivation.’” (pg. 6) Caldwell & Ford, 2002

15. Main Points From Group Four Agreed that does effect social interactions because of lack of peer mentoring…will navigate with ability peers Agreed that does effect social interactions because of lack of peer mentoring…will navigate with ability peers Heterogeneous groups may help mentoring groups Heterogeneous groups may help mentoring groups Find the strengths for student Find the strengths for student

16. Group 5 Low-ability students working in heterogeneous groups do better than those limited to homogeneous environment. Some feel that mixed grouping allows for “just in time” feedback and explanation from higher level peers (Lou, 1996) which taps the strength of socially constructed learning (Vygotsky, 1978). Higher level kids develop deeper understanding of concepts through these explanations (Lou, 1996). Medium ability students tend to engage in the dialogue/explanation only when with similar ability students (Lou, 1996).

17. Main Points From Group Five True and can be used across the board with any subject True and can be used across the board with any subject A time, guided reading, when ability groups will be better A time, guided reading, when ability groups will be better Age groups benefit as well Age groups benefit as well

18. Group 6 “You can expect to face challenges with implementation whenever you face something new. Michael Fullan, an international authority on education reform and one of the foremost thinkers on change theory calls this the implementation dip. He reminds us that change is a process not an event.” “A person who never made a mistake never tried anything new.”—Albert Einstein (pg. 141 Differentiation in Action)

19. Main Points From Group 6 A few people like change A few people like change Process not the goal Process not the goal Easier with direction so the learning curve isn’t a circle Easier with direction so the learning curve isn’t a circle

20. Towards a Shared Vision on Closing the Achievement Gap Recommend a voluntary discussion next Monday. If interested, then: Read the chapter provided. Read the chapter provided. Choose one quote you want to discuss. Choose one quote you want to discuss. At the group we will use the structure “Save the Last Word For Me” to dig more deeply into the content and what it means to us. At the group we will use the structure “Save the Last Word For Me” to dig more deeply into the content and what it means to us.

21. FCPS Guides Schools To… FCPS Guides Schools To… Organize groups based on ability levels in conjunction with flexible grouping and to create cooperative learning opportunities consistently and systematically (but not to the point of overuse) (Marzano, 2001). Organize groups based on ability levels in conjunction with flexible grouping and to create cooperative learning opportunities consistently and systematically (but not to the point of overuse) (Marzano, 2001). Provide differentiation through the implementation of the 9 strategies via whole group instruction (15-20 min/hour) and small group and independent work (40-45 min/hour). Provide differentiation through the implementation of the 9 strategies via whole group instruction (15-20 min/hour) and small group and independent work (40-45 min/hour).

22. Our Current Understanding Differentiation is an important practice that will raise student achievement in language arts at Belle ViewDifferentiation is an important practice that will raise student achievement in language arts at Belle View. Differentiation is an important practice that will raise student achievement in language arts at Belle View

23. Differentiation Differentiated instruction is a way to enhance learning for all students by engaging them in activities that respond to students’ readiness, interest, learning profile, and affect. Differentiated instruction is a way to enhance learning for all students by engaging them in activities that respond to students’ readiness, interest, learning profile, and affect. Teachers can differentiate content, process, and product. Teachers can differentiate content, process, and product. Tomlinson, 2003 Tomlinson, 2003

24. Learn in the Math, Reading, and Writing Blocks LEARN

25. Reading Example--Inferring I DO, YOU WATCH Whole Class WE DO TOGETHER Whole Class YOU DO, I HELP Small Group YOU DO, I WATCH Ind. Practice The teacher leads a 10 minute whole group read aloud. He thinks aloud and notes his inferences based on the text clues. The teacher prompts students to do the same as he share reads. He records their inferences. He then continues to share read, stopping at points for students to pair, infer, and record. (10 minutes) Sets kids to continue or work on ind. proj.) Teacher meets w/ a small ability based group for 20 minutes. Student note and summarize at least three inferences as they read independently and/or work on independent studies. Teacher may choose to conference to assess rather than meet w/ a small group.

27. Good Instruction Includes… TechniqueGains Identifying similarities and differences Large Summarizing and note taking Large Reinforcing effort and providing recognition Large Homework and practice Moderate to large Nonlinguistic representations Moderate to large Cooperative learning* Moderate to large Setting objectives and providing feedback Moderate Generating and testing hypothesis Moderate Questions, cues, and advance organizers Moderate Adapted from Marzano, 2001

28. The Belle View Mission Statement At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student. At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student.