1. DIFFERENTIATED INSTRUCTION AWARENESS PART ONE

2. Differentiated Instruction Awareness West Virginia Achieves Professional Development Series Seeking Equity and Excellence Through Differentiated Instruction

3. Differentiated Instruction Awareness Mission The West Virginia Department of Education, the Regional Education Service Agencies and the Office of Performance Audits will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

4. Differentiated Instruction Awareness Robert Hutchins The Conflict in Education in a Democratic Society “Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

5. Differentiated Instruction Awareness What We Know…  An emerging body of research identifies characteristics of high performing school systems.  These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.  These systems share characteristics described in West Virginia Framework for High Performing School Systems.

6. Differentiated Instruction Awareness SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMANCE SCHOOL SYSTEM CURRICULUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT WV Framework for High Performing School Systems SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS

7. Differentiated Instruction Awareness Through Differentiated Instruction Seeking Equity & Excellence:

8. Differentiated Instruction Awareness Objectives Establish a common definition of differentiated instruction Review the evidence and research for differentiated instruction as aligned with high performing schools Develop an understanding of differentiated instruction by content, process, and product according to student’s readiness, interests, and learning profiles.

9. Differentiated Instruction Awareness Defining Differentiated Instruction

10. Differentiated Instruction Awareness When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz

11. Differentiated Instruction Awareness When a teacher tries to teach something to the entire class at the same time, “chances are, one- third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz As a student, I was in the 1/3 who… As a teacher, I was in the 1/3 who... As a parent, my child is in the 1/3 who… Reflect on this quote by completing these phrases: Activity One

12. Differentiated Instruction Awareness What is Differentiated Instruction ? Traditional ClassroomDifferentiated Classroom 1.Assessment at the end of a unit of study 1.Assessment is ongoing, diagnostics and influences instruction 2.Dominance of whole class instruction 2.Variety of instructional strategies used within a classroom 3.Adapted textbooks are the main instructional resource 3.Multiple types of materials are utilized as resources 4.The teacher is the main problem solver 4.Students are actually engaged in solving problems 5.Quantitative focus to assignments 5.Qualitative focus to assignments (Based on C Tomlinson, 2000)

13. Differentiated Instruction Awareness Self-Assessment for Differentiated Instruction

14. Differentiated Instruction Awareness Differentiated instruction is a philosophy of teaching that: – Creates a personalized and responsive classroom environment – Maximizes student growth and individual success while honoring and celebrating the unique qualities of each student – Offers a variety of learning options within a student centered classroom – Blends whole group, small group, and individualized instruction utilizing a standards- based curriculum What is Differentiated Instruction?

15. Differentiated Instruction Awareness Key Principles of Differentiation Flexibility Ongoing assessment Variety of learning opportunities and working arrangements Respectful activities Student/teacher collaboration for learning

16. Differentiated Instruction Awareness Evidence for Differentiated Instruction

17. Differentiated Instruction Awareness What’s the Evidence for Differentiation? There are three underlying areas: – Beliefs about teaching and learning – Educational theories and the research behind them that support differentiation – Research looking at differentiation as a whole model

18. Differentiated Instruction Awareness Brain research confirms what experienced teachers have always known: No two children are alike No two children learn in the same identical way An enriched environment for one student is not necessarily enriched for another In the classroom, children should be taught to think for themselves Brain Research

19. Differentiated Instruction Awareness People learn when they accept challenging but achievable goals. Learning is developmental. Individuals learn differently. People construct new knowledge by building on their current knowledge. Much learning occurs through social interaction. People need feedback to learn. Successful learning involves use of strategies—which themselves are learned. A positive emotional climate strengthens learning. Learning is influenced by the total environment. People learn what is personally meaningful to them. Ron Brandt What do we know about learning?

20. Differentiated Instruction Awareness Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. Tomlinson 2001 What is differentiation?

21. Differentiated Instruction Awareness Differentiation is responsive teaching rather than one-size-fits-all teaching.

22. Differentiated Instruction Awareness Differentiation is a Response to Beliefs Examples such as: –Schools help us understand and respect commonalities and differences in individuals –Intelligence is dynamic, not static –Students are the center of the learning process –All learners require engaging schoolwork

23. Differentiated Instruction Awareness Differentiation is a Response to Beliefs –Competition against oneself results in growth and progress –Schools maximize the capacity of each learner –Excellent differentiated classrooms are excellent first, and differentiated second

24. Differentiated Instruction Awareness Research Support for Differentiation Research is exhaustive and comes from a variety of sources However, the model’s emphasis on differentiation by readiness, interest and learning profile provides the format for presentation of research findings

25. DIFFERENTIATED INSTRUCTION AWARENESS PART TWO

26. Differentiated Instruction Awareness is a teacher’s response to learner’s needs Differentiation of Instruction Guided by general principles of differentiation, such as respectful tasks flexible grouping On-going assessment and adjustment Content Product Process Learning Profiles Interests According to student’s Readiness Differentiated instruction centers around three key curricular elements – content, process, and product. Based on C. Tomlinson, 2000

27. Differentiated Instruction Awareness

28. At the beginning of the planning process, the teacher asks, “What supports and adaptations should I build into the lesson to address learning needs of particular students that will likely help others as well?” Creating an Inclusive School by Richard A.Villa and Jacqueline S. Thousand Differentiation as “Universal Design”

29. Differentiated Instruction Awareness Key Principles of Differentiation Respectful activities Flexibility Ongoing assessment Variety of learning opportunities and working arrangements Student/teacher collaboration for learning

30. Differentiated Instruction Awareness

31. are planned after considering a student’s readiness, interest and learning profiles will maximize opportunities for student learning Respectful activities

32. Differentiated Instruction Awareness

33. What is flexible grouping? students consistently working in a variety of groups …based on different elements of their learning… …and both homogeneous and heterogeneous in regard to those elements Tomlinson (2003) Fulfilling the Promise of the Differentiated Classroom

34. Differentiated Instruction Awareness On-Going Assessment and Adjustment

35. Differentiated Instruction Awareness On-Going Assessment in the Classroom Student Data Sources Journal entry Short answer test Homework Notebook Oral response Portfolio entry Exhibition Culminating product Question writing Problem solving Teacher Data Mechanisms Anecdotal records Observation by checklist Skills checklist Class discussion Small group interaction Teacher-student conference Assessment stations Exit cards Problem posing Performance tasks and rubrics

36. Differentiated Instruction Awareness Differentiating Key Curricular Elements Designing differentiated instruction through content catalysts, processes, and products which are combined in a menu-like approach to create differentiated activities.

37. Differentiated Instruction Awareness 1.All students are at different readiness levels in all topics. We all bring unique experiences and talents to the classroom. 2.These differences are embraced and celebrated in our classroom. Students should gain knowledge of their strengths and weaknesses as a blue print for how they learn and where they need assistance. Community Building

38. Differentiated Instruction Awareness Content The differentiation of content is what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, and skills.

39. Differentiated Instruction Awareness KNOW…UNDERSTAND…DO KNOW – the facts, vocabulary, dates, places, names, and examples you want students to use during the lesson. The know is massively forgettable. “Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson

40. Differentiated Instruction Awareness 50 states in the Unites States Characters in a story or a novel Setting Plot 1492 KNOW

41. Differentiated Instruction Awareness UNDERSTAND - the major concepts. Understandings are purposeful. They focus on key ideas and connections. These are what connect the parts of the subject to the student’s life and other subjects. These are the essential truths that give meaning to the topic. KNOW…UNDERSTAND…DO Begin with… I want students to understand THAT…

42. Differentiated Instruction Awareness Multiplication is another way to do addition. People migrate to meet basic needs. Voice reflects the author. Use of illegal drugs has both anticipated and unanticipated effects on the human body. Parts of a system are interdependent. All facts may not be relevant. Community is important UNDERSTAND

43. Differentiated Instruction Awareness KNOW…UNDERSTAND…DO DO – Basic skills, skills of the discipline, skills of independence, social skills, skills of production Describe using verbs or phrases

44. Differentiated Instruction Awareness Able to DO Processes Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Use graphics to represent data appropriately

45. Differentiated Instruction Awareness Process The differentiation of process or activity involves using an essential skill for understanding an idea, and is clearly focused on a learning goal. Further, process gives students options of activities in order to achieve individual success.

46. Differentiated Instruction Awareness Multiplication is another way to do addition. People migrate to meet basic needs. Voice reflects the author. Use of illegal drugs has both anticipated and unanticipated effects on the human body. Parts of a system are interdependent. All facts may not be relevant. Community is important Process

47. Differentiated Instruction Awareness Products The differentiation of products refers to items used to demonstrate knowledge, understanding, and/or ability to apply or extend skills.

48. Differentiated Instruction Awareness Three Ways to Differentiate Student Characteristics 1.Readiness – teacher constructs tasks and activity choices at different levels of difficulty to address student readiness. 2.Interests – teacher aligns learning concepts with student interests to increase learning. 3.Learning Profiles – teacher addresses student learning, talents, and intelligence in order to individualize and maximize learning.

49. Differentiated Instruction Awareness Sample Research Related to Readiness Differentiation 80% success rate – optimum for growth (Berliner, 1984, 1988; McGreal, 1985) Higher performance by students in multiage classrooms (Miller, 1990) Effective teachers craft challenges commensurate with skill levels (Rathunde, & Whalen, 1993)

50. Differentiated Instruction Awareness Determining student readiness to work with essential knowledge, understanding and skill as a unit begins (pre-assessment), as a unit progresses (formative or on-going assessment), and as a unit concludes (summative assessment). Assessment is also key to understanding and attending to student interest and learning profile needs. Assessment provides direction to teachers on who needs particular kinds of support in particular areas of study to grow and succeed. READINESS

51. Differentiated Instruction Awareness Sample Research Related to Interest Differentiation Fostering individual interest - enhances motivation, achievement and productivity (Amabile, 1983; Torrance, 1995 ) Student interest in a task – key to talent development (Csikszentmihalyi, 1993) Positive influence on learning exists, both short and long term, when students are interested in what they study (Herbert, 1993; Renninger, 1990)

52. Differentiated Instruction Awareness Sample Research Related to Learning Profile Differentiation Learning-style accommodation – significant gains for students from all cultural groups (Sullivan, 1993, Delpit, 1995) Students matched to instruction suited to their learning patterns – improved student achievement (Sternberg, 1997, 1998) Multiple-intelligence focus in instruction – increased test scores (Campbell & Campbell, 1999)

53. Differentiated Instruction Awareness Readiness Interest Learning Profile GrowthMotivationEfficiency What’s the point?

54. Differentiated Instruction Awareness Readiness Interest Learning Profile If tasks are a close match to their skills If tasks ignite curiosity or passion If the assignment encourages students to work in a preferred manner

55. Differentiated Instruction Awareness Back to the Beginning If the question is whether we have research evidence to support the effort to create more academically responsive classrooms, the answer is: yes, we do. Do we need more research? Of course!

56. Differentiated Instruction Awareness Positive social interactions with adults and peers Structure and clear limits Physical activity Creative expression Competence and achievement Meaningful participation in families, school and communities Opportunities for self-definition --From Turning Points, 2000 What Do Young Adolescents Crave?

57. Differentiated Instruction Awareness Pulling It All Together

58. Differentiated Instruction Awareness Key Characteristic of a Differentiated Classroom An obvious feature of the differentiated classroom is that it is student centered. Shifting the emphasis from the “teacher and instruction” focus to the “student and learning” focus means redefining the role of the teacher.

59. Differentiated Instruction Awareness Differentiating Instruction: Rules of Thumb Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, chapter, unit, or lesson you are planning Lessons for all students should emphasize critical thinking. Lessons for all students should be engaging. In a differentiated classroom, there should be a balance between student-selected and teacher- assigned tasks and working arrangements.

60. Differentiated Instruction Awareness In the Final Analysis We differentiate instruction because we cannot do otherwise. We know too much about student variance to pretend that it does not exist or that it is unimportant. We know too much about the art of teaching to assume it can happen effectively in template fashion. “Learning for All … Whatever it Takes”

61. Differentiated Instruction Awareness Reflection Sheet