1. Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

2. Today’s Agenda Differentiation What is it? Why should we implement it? What are some strategies I can implement to begin the journey? What is the role of assessment in differentiation?

3. What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences

4. Differentiation is… but isn’t… Essential elements - choice -addresses student differences -modification of process, product or content -based on student’s readiness, interests, and learning profile Does not include - emphasis on “covering” the curriculum -assessment just to see “who got it” -domination by whole class activity -mostly single option assignments Examples -compacting -learning contracts -tiered assignment - Non-examples - giving “extra” work to some -grading some “harder” than others -giving more difficult work to some without adjusting instruction

5. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way. ~ Howard Gardner

6. Why should we differentiate? All students learn differently. One size doesn’t fit all. Students learn best when they are actively engaged, allowed choice, and involved in the decision making process. To learn, students must experience appropriate levels of challenge. “Instruction begins where the students are, not at the front of the curriculum guide.” How to Differentiate Instruction in Mixed-Ability Classrooms. Carol Ann Tomlinson. How the Brain Learns. C.A. Tomlinson and M. Layne Kalbfleisch

7. RAPID ROBIN The “Dreaded Early Finisher”

8. “I’m Not Finished” Freddie “It takes him an hour-and-a-half to watch 60 Minutes.”

9. Teaching with student variance in mind yields positive results. (Tomlinson, 2003) Teaching with student variance in mind yields positive results. (Tomlinson, 2003)

10. Content Process Product According to Students’ Readiness Interest Learning Profile Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

11. Bloom’s Taxonomy Revised Original Revised KnowledgeRemembering ComprehensionUnderstanding ApplicationApplying AnalysisAnalyzing SynthesisEvaluating EvaluationCreating

12. Differentiating Process and Product Learning contracts Tiered assignments RAFT writing assignments Choice boards Interactive journals and notebooks Compacting Different levels of questioning

13. The “Equalizer” 1. FoundationalTransformational 2. ConcreteAbstract 3. SimpleComplex 4. Fewer FacetsMulti-facets 5. Smaller Leap Greater Leap 6. More StructuredMore Open 7. Clearly Defined ProblemsFuzzy Problems 8. Less IndependenceGreater Independence 9. SlowerQuicker

14. Table Talk What are you already doing to differentiate instruction in your classroom?

16. Balanced Assessment System “To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance.” From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)

17. Experts tell us… “Assessment should promote learning, not simply measure it.” Jay McTighe

18. Two Views of Assessment -- Assessment is for: Gate keeping Judging Right Answer Control Comparison to others Use with single activities Assessment is for: Nurturing Guiding Self-Reflection Information Comparison to standard Use over multiple activities

19. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

20. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

21. Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

22. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

23. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Feedback and Goal Setting Pre-test Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceExit Card Peer evaluationPortfolio Check Quiz ObservationJournal Entry TalkaroundSelf-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

24. Some teachers talk about--- LEARNING Some teachers talk about--- GRADES ONGOING ASSESSMENT VS. Can these two coexist peacefully? Should one receive emphasis over the other?

25. Preassessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. Preassessment: provides data that can determine options for students to to take in information, construct meaning, and to demonstrate understanding of new information helps teachers anticipate differences before planning challenging and respectful learning experiences allows teachers to meet students where they are

26. Pre-assessment Teacher prepared pre-test KWL Charts /Graphic Organizers Writing Prompts/Samples Guess Box Student demonstrations and discussions Student products and work samples Show of hands/EPR Every Pupil Response Standardized Tests Data Teacher observation/Checklist

27. Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. Formative Assessment: depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

28. Assessment During Learning Thumbs Up Fist of Five 3-2-1 Cards Dry erase slates Portfolios Artistic response Oral presentations Writings –RAFT Interactive Notebooks

29. Experts tell us… “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended outcomes.” CCSSO FAST SCASS

30. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson

31. Summative Assessment Is... A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. Summative Assessment: should reflect formative assessments that precede it should match material taught may determine student’s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessment

32. Understanding the Target What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need to master? What skills are required, if any? What product development capabilities must they acquire, if any?

33. Learning Targets Knowledge = the facts and concepts we want student to know Reasoning = student use what they know to reason and solve problems Skills = students use their knowledge and reasoning to act skillfully Products = students use their knowledge, reasoning, and skills to create a concrete product Dispositions = students’ attitudes about school and learning.

34. Learning Targets for Today Knowledge Reasoning Skills Products Dispositions

35. Assessment Practices for Standards-based Instruction From Products for teacher / grading No student work displayed Identical, imitative products To Products for real events / audience High quality / all students work displayed Varied and original products

36. Assessment Practices for Standards-based Instruction From Feedback = scores or grades Seen / scored only by teacher Teacher grade book Standards set during grading To Substantive, varied, formative feedback Public displays and performances Student-maintained portfolios, assessments Standards co-developed with students

37. Assessment Practices for Standards-based Instruction From Feedback = scores or grades Seen / scored only by teacher Teacher grade book Standards set during grading To Substantive, varied, formative feedback Public displays and performances Student-maintained portfolios, assessments Standards co-developed with students

38. Principles of Assessment in Differentiated Classroom Assessment drives instruction. Assessment provides information to help the teacher plan next steps for varied learners and the class as a whole. Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. Assessment is varied, frequent, and relevant to the learner

39. Differentiation Strategies

40. Using Anchor Activities

41. Anchor Activities é Anchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

42. Anchor Activities: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

43. ANCHOR ACTIVITIES Can be used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels interdisciplinary for use across content areas or teams

44. ANCHOR ACTIVITIES Work best: ê when expectations are clear and the tasks are taught and practiced prior to use. ê when students are held accountable for on task behavior and/or task completion.

45. Planning for Anchor Activities Subject/Content Area: Name and description of anchor activity: How will activity be introduced to students? - Points- Percentage of Final Grade - Rubric- Portfolio Check - Checklist- Teacher/Student Conference - Random Check- Peer Review - On Task Behaviors- Other _______________ How will the activity be managed and monitored?

46. Using Anchor Activities to Create Groups Teach the whole class to work independently and quietly on the anchor activity. Teach the whole class to work independently and quietly on the anchor activity. Half the class works on anchor activity. Other half works on a different activity. Flip-Flop 1/3 works on anchor activity. 1/3 works on a different activity. 1/3 works with teacher---direct instruction. 1 2 3

47. Some Anchor Activities ê “Brain Busters” ê Learning Packets ê Activity Box ê Learning/Interest Centers ê Vocabulary Work ê Accelerated Reader ê Investigations ê Test Practice Activities ê Magazine Articles with Generic Questions or Activities ê Listening Stations ê Research Questions or Projects ê Commercial Kits and Materials ê Journals or Learning Logs ê Silent Reading (Content Related?)

48. TIERED INSTRUCTION A Different Spin on an Old Idea SOURCE: based on work by Carol Ann Tomlinson

49. What is Tiered Instruction? Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open- endedness. By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged

50. WHAT CAN BE TIERED? ASSIGNMENTS ACTIVITIES CENTERS & STATIONS LEARNING CONTRACTS ASSESSMENTS MATERIALS EXPERIMENTS WRITING PROMPTS HOMEWORK

51. Creating Multiple Paths For Learning Key Concept or Understanding Key Concept or Understanding Struggling With The Concept Some Understanding Understand The Concept READINESS LEVELS Reaching Back Reaching Ahead

52. IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

53. When Tiering: Adjust--- Level of Complexity Amount of Structure Materials Time/Pace Number of Steps Form of Expression Level of Dependence

54. Planning Tiered Assignments Concept to be Understood OR Skill to be Mastered Below-Level Task On-Level Task Above-Level Task Create on-level task first then adjust up and down. “Adjusting the Task”

55. THE TEACHER’S CHALLENGE Developing-- “Respectful Activities” Interesting Engaging Challenging

56. Tiered Assignments Enable all students focus on essential understandings and skills but at different levels of complexity abstractness open-endedness Maximize the likelihood that Each student is successful Each student is appropriately challenged

57. Curriculum Compacting High-ability or high-achieving students are frequently asked to participate in practice exercises or instruction that they have previously mastered. Curriculum compacting is a process to "streamline" and modify the grade-level curriculum by eliminating material that students have previously learned.

58. Quick guide to compacting 1. Define the goals and objectives of a particular unit/segment. 2. Pre-assessment 3. Document mastery most of learning outcomes. (scores, work samples, etc.) 4. Providing replacement options that enable a more challenging and productive use of the student's time

59. Choice…the great motivator Requires children to be aware of their own readiness, interests, and learning profiles. ! Students have choices provided by the teacher. (YOUare still in charge of crafting challenging opportunities for all kiddos –NO taking the easy way out!) ! Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC...

60. Menu Planner Menu for: ______________________ Due: _____________ All items in the main dish and the specific number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well. Main Dishes (complete all) Side Dishes (Select ____ ) Desserts (Optional)

61. Choice Boards Variety of formats Tic-tac-toe Wheel Menu May be organized based on multiple intelligences, Bloom’s taxonomy, etc. May include individual and group work May be generic May be used as anchor activity

62. Choice Boards Variety of formats Tic-tac-toe Wheel Menu May be organized based on multiple intelligences, Bloom’s taxonomy, etc. May include individual and group work May be generic May be used as anchor activity

63. Choice Boards Tic Tac Toe

64. Choice Boards Outer red band=1-2 choices to be completed in whole group instruction White band=3-4 choices to be completed in small groups Blue band-=3-4 choices to be completed independently Inner white band= choices to be completed as EC or enrichment Bulls eye=final assessment

65. RAFTS Writing Assignments Role- Who are you as the writer? Audience- To whom/for whom are you writing? Format- What form will the writing take? Topic- What's the subject or the point of this piece? Strong verb-What is your purpose…are you pleading, persuading, considering

66. RAFTS Role-Kunta Kinte Audience-your mother Format-letter Topic-your capture by slavers Strong verb-plead for her forgiveness Role-A heart Audience-your body Format-cheer Topic-getting in shape Strong verb-persuade

67. Student Learning Contracts agreement An agreement between teacher and student(s).

68. Learning Contracts Are: Written agreements between teachers and students that clearly outline: what students will learn how they will learn it the time period for the learning experience how they will be evaluated

69. Benefits of Contracts Require students to think about their learning May assist students in understanding how to manage time Can include choice May be used to support students with special needs Can include student in curriculum planning Help the teacher manage group work, individual projects or investigations, learning centers or curriculum compacting

70. Types of Contracts Structured Partial Structured Mutually Structured Unstructured

71. Contract Components OUTCOMES RESOURCES LEARNING ALTERNATIVES REPORTING ALTERNATIVES & ASSESSMENT

72. Contract Components 1. Outcome(s) - specify what is to be accomplished, the conditionsunder which learning will be demonstrated, and the level of proficiency required to meet the outcome. 2. Resources - including print, media, and human

73. Contract Components 3. Learning Alternatives - include reading, writing, viewing, creating, interviewing, and other activities the student experiences to accomplish the outcome. 4. Reporting Alternatives and Assessment - should provide evidence as to whether the outcomes have been accomplished. Conferences, tests, projects, presentations, real world products, portfolios of work are examples of reporting alternatives.

74. Contract Do’s and Don’ts explain the role & function of contracts start small (1 or 2 day) contracts negotiate contracts with students whenever possible help set realistic deadlines renegotiate the contract if it isn’t working solicit student feedback on process gradually involve students in contract development expect all students to use contracts effectively at the beginning expect all students to like contracts. assume contracts can take the place of regular instruction use contracts without a good management system

75. Learning Contract To demonstrate what I have learned about _____________________________ I will Write a report Make a movie Put on a demonstration Create a graphic organizer or diagram Set up an experiment Develop a computer presentation Build a model Design a mural Write a song Other ____________________ This will be a good way to demonstrate understanding of this concept because _________________________________________________________________To do this project, I will need help with ______________________________________________________________________ ____________________________________________________________I will need the following resources __________________________________ My action plan is _______________________________________________ The criteria/rubric which will be used to assess my final product is _____ My project will be completed by this date: ______________________________ Student signature: ______________________________________ Date _____ Teacher signature: ______________________________________ Date _______

76. Contracts provide efficient means of prescribing for students, based on assessed needs, strengths, or interests. Contracts are usually negotiated between the teacher and the student and sometimes the parent. Both the teacher and the student share responsibility for the completion of the terms of the contract. A contract may require a student to use certain resources or to contact other people in the school or in the community. A contract may have certain prerequisites as conditions that the student has to meet before beginning a study or investigation. Thoughts about Learning Contracts

77. Learning Centers at the middle level???

78. Teacher Station 1 Teacher Station 2 Group Assignments Schedule Inboxes Bookshelf

79. IN THE DIFFERENTIATED CLASSROOM Teachers and students accept and respect one another’s similarities and differences Assessment is an on-going activity that guides instruction. Learning plans are made and adjusted based on assessment data.

80. IN THE DIFFERENTIATED CLASSROOM Students have a voice in setting class and individual goals Students work in a variety of group configurations as well as independently. Flexible grouping is evident.

81. IN THE DIFFERENTIATED CLASSROOM Time is used flexibly since pacing is based on student needs All students participate in respectful work--work that is challenging, meaningful, interesting, and engaging..

82. IN THE DIFFERENTIATED CLASSROOM The teacher is primarily a coordinator of time, space, and activities rather than a provider of information. The aim is to help students become self-reliant learners. Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins

83. Now what?????

84. In YOUR Differentiated Classroom… What are the needs of your students? Which strategy appeals to you the most? Can you collaborate with colleagues? What worries or concerns do you have about implementation?

85. Implementing Differentiated Instruction in your District or School Start with Committed Staff Look for Existing Resources/Infrastructure Start with One or Two Strategies Try it and Be Willing to Alter and Extend

86. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom o Start slowly o Organize your classroom space o Create a culture that supports differentiation including students and parents o Analyze standards and current practice

87. Investing Students Student “buy-in” Provide choice Allow students to assess their own mastery Adjust physical environment Increase student responsibility

88. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom o Devise a plan to get to know students and maintain records o Student files o Student portfolios o Use clipboard o Sharpen assessments (maybe common?) o Use task cards, a tape recorder, or an overhead for directions o Have systems for student questions o Vary instructional strategies, grouping, learning preferences, and activities

89. Implementing Differentiated Instruction: Additional Considerations Administrative Support to Teachers Professional Development Adequate Planning Time