DIFFERENTIATED INSTRUCTION AWARENESS PART ONE. Differentiated Instruction Awareness West Virginia...

DIFFERENTIATED INSTRUCTIONAWARENESS

PART ONE

Differentiated Instruction Awareness

West Virginia Achieves Professional Development Series

Seeking Equity and Excellence

Through

Differentiated Instruction


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.


Robert HutchinsThe 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.”


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.


SC

HO

OL

EF

FE

CT

IVE

NE

SS

CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMANCE SCHOOL SYSTEM

CU

RR

ICU

LU

M

MA

NA

GE

ME

NT

INS

TR

UC

TIO

NA

L P

RA

CT

ICE

S

ST

UD

EN

T/P

AR

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UP

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WV Framework for High Performing School Systems

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS


Through Differentiated Instruction

Seeking Equity & Excellence:


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.


DefiningDifferentiated

Instruction


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


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


What is Differentiated Instruction?

Traditional ClassroomDifferentiated

Classroom1. Assessment at the end of

a unit of study1. 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)


Self-Assessment for Differentiated Instruction


• 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?


Key Principles of Differentiation

• Flexibility• Ongoing assessment• Variety of learning opportunities and

working arrangements• Respectful activities• Student/teacher collaboration

for learning


Evidence forDifferentiated

Instruction


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


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


•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?


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?


Differentiation is responsive teaching

rather than one-size-fits-all

teaching.


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


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


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

DIFFERENTIATED INSTRUCTIONAWARENESS

PART TWO


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 ProductProductProcess

Learning ProfilesLearning ProfilesInterests

According to student’s

Readiness

Differentiated instruction centers around three key curricular elements – content, process, and product.

Based on C. Tomlinson, 2000


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”


Key Principles of Differentiation

•Respectful activities

•Flexibility

•Ongoing assessment

•Variety of learning opportunities and working arrangements

•Student/teacher collaboration for learning


• are planned after considering a student’s readiness, interest and learning profiles

• will maximize opportunities for student learning

Respectful activities


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


On-Going Assessment

andAdjustment


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


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.


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


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.


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


•50 states in the Unites States

•Characters in a story or a novel

•Setting

•Plot

•1492

KNOW


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.


Begin with… I want students to

understand THAT…


•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



DO – Basic skills, skills of the discipline, skills of independence,

social skills, skills of production

Describe using verbs or phrases


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


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.


•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

Pro

cessProcess


Products

The differentiation of products refers to items used to

demonstrate knowledge, understanding, and/or ability to

apply or extend skills.


Three Ways to Differentiate Student

Characteristics1. Readiness – teacher constructs tasks and

activity choices at different levels of difficulty to address student readiness.

2. Interests – teacher aligns learning concepts with student intereststo increase learning.

3. Learning Profiles – teacher addresses student learning, talents, and intelligence in order to individualizeand maximize learning.


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)


•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


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)


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)


Readiness InterestLearning

Profile

Growth Motivation Efficiency

What’s the point?


Readiness

Interest

LearningProfile

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


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!


•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?


Pulling It All Together


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.


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.


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 assumeit can happen effectivelyin template fashion.

“Learning for All … Whatever it Takes”


Reflection Sheet

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