Post on 02-Jan-2016
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LOSING SIGHT OF THE SHORE
DIFFERENTIATING CURRICULUM AND
INSTRUCTIONMary Schmidt
School Improvement ConsultantHeartland AEA 11
mschmidt@aea11.k12.ia.us
WHAT ARE YOU?
Enthusiast?Explorer?Sightseer?Vacationer?Prisoner?
You cannot discover new oceans unless you have the
courage to lose sight of the
shore.
G
You cannot discover new oceans unless you have the courage
to lose sight of the shore.
IMPORTANT QUESTIONS
What is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of
efforts to differentiate? What are the recommendations for
practitioners ready to differentiate?
GUIDING ASSUMPTIONS1 A “teach to the middle” or “one size
fits all” classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs.
2 A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they’ve learned.
GUIDING ASSUMPTIONS
3 Flexible grouping enables teachers to match student with learning experience.
4 Developing a differentiated classroom takes time, support, and commitment.
WHAT IS DIFFERENTIATI
ON?
DIFFERENTIATION ala...
WEBSTER“…to make unlike; to develop specialized differences in…”
TOMLINSON“…shaking up what goes on in the classroom so that the curriculum is a better fit for all.”
DIFFERENTIATION ala...
WINEBRENNER“...giving kids stuff their age peers can’t handle and wouldn’t want to.”PASSOW“SHOULD all kids do it?COULD all kids do it?WOULD all kids want to?”If the answer to any of these questions is “yes” then it isn’t differentiated.
DIFFERENTIATION ala...
MAKER“…Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.”
DIFFERENTIATION ala...
BORLAND“…a course of study that is in some manner different from the one to which students in the mainstream are exposed…Differentiation is not enough. To be appropriate, a curriculum for…students must be defensible as well…Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for…students.”
DIFFERENTIATION INVOLVES...
creating specialized differences in curricular experiences
creating multiple options for knowledge acquisition, sense-making, and product creation
providing different work, not more of the same building on the characteristics which create
differences providing what is educationally right for
learners
WHY DIFFERENTIATE?
IT’S THE LAW! 12.5(12)Provisions for gifted and talented students. Each school district shall
incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions:
valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population
goals and performance measures a qualitatively differentiated program to meet the students’ cognitive and
affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program.
Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools.
REDUCE RISK OF UNDERACHIEVEMENT
“Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn’t meaningful, we may get turned off enough so that we don’t want to learn anything anywhere. We may simply drop out.”
William Glasser
Schools Without Failure
ALLEVIATE DISCIPLINE PROBLEMS
DISCIPLINE PROBLEMS REFLECT A COLLISION WITH
INAPPROPRIATE CURRICULUM.--Susan Winebrenner
INCREASE MOTIVATION
TWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO
LITTLE.
Mihaly CsikezentmihalyiFlow: the Psychology of Optimal Experience
ADDRESS LEARNER READINESS
WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME,
1/3 ALREADY KNOW IT,1/3 GET IT, AND
1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING
THEIR TIME.--Scott Willis
BUILD SELF ESTEEM
THE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT
SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT’S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY
MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES.
--Sylvia Rimm
NORMAL IS ONLY A SETTING
ON THE WASHING MACHINE
THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO
THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH
STANDARDS, AND FAIRNESS TO THE STUDENTS.
--Theodore Sizer
WAYS IN WHICH INDIVIDUALS CAN DIFFER
Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talent
THE GRADE LEVEL CURRICULUM:
exposes all students to the same skills and content
sets predetermined completion times stresses a single activity expects all students to achieve all objectives
•provides most instruction in large groups•bases instruction on the average student•uses limited single resources•provides few student decision making opportunities
WHAT CAN BE DIFFERENTIATED?
CONTENTPROCESSPRODUCTLEARNING ENVIRONMENT
DIFFERENTIATING CONTENT INCLUDES:
MODIFICATION OF THE RATE OF LEARNING INCLUDING– The point at which learners are allowed to begin
study– The rate at which they are allowed to learn– The point at which they leave an area of study
Opportunities for student-selected areas of study within and across disciplines.
The modification of the complexity in the area of study.
A multidisciplinary approach to learning.
DIFFERENTIATING PROCESS INCLUDES:
Learning and using higher order thinking skills– creative thinking– critical thinking– problem solving
Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student
Integration of basic skills and abstract thinking skills
DIFFERENTIATING PRODUCT INCLUDES:
Learning and using multiple forms for communicating learning
The opportunity to present information to diverse and appropriate audiences
The opportunity for learners to participate in the assessment of learning activities and the resulting product forms
DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES:
Groupings which are fluid and flexible and approximate real-life situations
Access to various materials and resources
An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration
Experiences reflecting learner interests and ideas
Honoring the dignity of all learners
IN DIFFERENTIATED CLASSROOMS, TEACHERS...
begin where students are, not at the front of the curriculum guide.
build upon the premise that learners differ in important ways.
engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity.
ensures that students focus more on individual growth than on competition with other students.
recognize that each student’s roadmap to learning differs from that of others.
believe that students should be held to high standards.
IN DIFFERENTIATED CLASSROOMS, TEACHERS...
ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph.
help students learn that success is achieved through hard work.
use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities
and differences learners bring to their classrooms.
THE DIFFERENTIATION PROCESS
•Objective•Introduction•Initial instruction•Pretesting•Diagnosis
Breadth
Depth
Branching Out
Managing Flexible Small Groups
Alternative Activities
Adjusting the Breadth
Tiered AssignmentsAltering the
Depth
INDICATORS OF DIFFERENTIATION
Consistent use of pretesting A decrease in the frequency of large
group activities An increase in:
– Small group teaching activities– Flexible small group learning
activities An increase in individual alternatives:
– Centers– Homework– Contracts
INCORPORATING DIFFERENTIATION WITHIN
THE CURRICULUM
Introduction Initial teaching Locating or designing a pretest
format based on anticipated differences
Pretesting Analysis of pretest results Decision making and planning Formation of flexible small groups Differentiated teaching and
learning activities
OFFERING ALTERNATIVE ACTIVITIES
To Increase the Breadth of a Lesson
MISSION CONTROL (The Teacher)
PROVIDES:Whole Group Introduction andInstruction and LaunchesSatellites (small groups) on Alternative Activities
Choice of Resources
Product Options
Alternative Activities
Varying Goals
TIERED ACTIVITIESTo Alter the Depth of a
Lesson
KEY FEATURES:
INCREASE/DECREASE:•Abstraction
•Extent of Support•Sophistication•Complexity
ofGoals/Resources/
Activities/Products
Whole Group Introduction Whole Group Initial Instruction Identification of DevelopmentalDifferences
DIFFERENTIATION AS A
COLLABORATIVE EFFORT
COLLABORATION IS...
…THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.
COLLABORATIVE DIFFERENTIATION
REQUIRES... the input of teachers, parents, learners,
mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual
a knowledge of the learner’s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability
time for collaboration to occur individualization for the learner under
consideration
careful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner
construction of the IEP/PEP designed for the learner
monitoring of learner needs, progress, and goal attainment
regular communication among all parties with an interest in the learner’s progress
INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE
DECISION MAKING
What skills/concepts/behaviors/strategies does the learner currently have?
What skills/concepts/behaviors/strategies does the learner need to learn?
How does the learner learn best? How will all parties know when the
learner is progressing?
A. WORK AS A TEAMB. PURSUE A COMMON GOALC. DISPLAY MUTUAL RESPECTD. SHARE RESPONSIBILITY AND
ACCOUNTABILITYE. SUBLIMATE THEIR OWN
INTERESTSTHEN
WHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTS
STUDENTS WILL FLOURISH AS THEIR
NEEDS ARE MET THROUGH A
COLLABORATIVELY DIFFERENTIATED
CURRICULUM.
HOW DO I KNOW IT’S WORKING?
LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE
ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED,
SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.
WHERE DO WE BEGIN?THE POLICY LEVEL
DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT’S LEARNING CAPACITY.
DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING.
STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION.
WHERE DO WE BEGIN?THE BUILDING LEVEL
BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS.
BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE.
CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS.
GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO
PROVIDE TEACHERS LARGER BLOCKS OF
UNINTERRUPTED TIME.
WHERE DO WE BEGIN?THE BUILDING LEVEL
CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL.
CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS.
CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS.
DEVELOP COTEACHING AND COLLABORATIVE
RELATIONSHIPS.
EFFECTIVE LEADERS WILL...
make time for teachers to plan differentiated lessons.
provide opportunities to visit differentiated classrooms.
give access to a wide range of learner materials.
create an environment where teachers feel safe trying a new approach w/o fear of judgement.
give meaningful, targeted feedback about teachers’ work with differentiation.
provide support networks.
YOU’VE EITHER GOT TO SEE THE LIGHT OR FEEL
THE HEAT.
REMEMBER THAT NOTHING THAT’S GOOD WORKS BY ITSELF JUST
TO PLEASE YOU. YOU’VE GOT TO MAKE
THE DAMN THING WORK.
--Thomas Edison
T.T.T.Put up in a place where
it’s easy to see,The cryptic
admonishment,T.T.T.
When you feel how depressingly slow you climb
It’s well to remember that THINGS TAKE TIME.
If you want to feel safe and secure, continue to do what you
have always done.If you want to grow, go to the
cutting edge of our profession.Just know that when you do,
there will be a temporary loss of sanity.
So know when you don’t quite know what you are doing
You are probably growing!--Madeline
Hunter
FOR MORE INFORMATION...
http://www.aea11.k12.ia.us/curriculum/differentiated.html