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Differentiating Instruction
Success for All LearnersA Professional Development
Opportunity for Enfield Pre-K to Grade 1
Megan [email protected]
Kathy [email protected]
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Educational Programs and Services
Essential Questions
What is your role in facilitating children’s learning? How do the components of Differentiated Instruction support all students in the learning process?What specific strategies can be used to differentiate lessons and units?What are my next steps in applying the principles of Differentiated Instruction?
Why the Current Interest? Why Differentiated
Instruction?NEASC –NAEYC Accreditation ProcessNo Child Left Behind (Increased Accountability)IDEA Common Core of TeachingPJ et al
Information AgeStandards Movement (Including Preschool Assessment Framework)Achievement GapsBEST Portfolio Process
Demands/Skills
Years in School
Specialized Instruction
Accommodations & Curricular Modifications
The Achievement Gaps
“Intellectual disability means significant deficits in conceptual, practical and social intelligence that adversely affect a student’s educational performance and are manifested during the developmental period (birth to age 18).”
Guidelines for Identifying Children with Intellectual Disability, CT State Department of Education, 2000
Access to General Education Curriculum
“…the majority of children identified as eligible for special education and related services are capable of participating in the general education curriculum to varying degrees with some adaptations and modifications. This provision is intended to ensure that children’s special education and related services are in addition to and are affected by the general education curriculum and not separate from it.”
A Technical Definition of Curriculum
DifferentiationCurriculum differentiation is a process teachers use to enhance student learning by matching various curriculum components to characteristics shared by subgroups of learners in the classroom (e.g., learning style preferences, interests, prior knowledge, learning rate).
Purcell & Burns 2002
A Pragmatic Definition of Curriculum
Differentiation“In the context of education, we
define differentiation as a teacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success.”
Tomlinson & Allan 2002
Basic Principles to Remember
Differentiation is not a new concept.Differentiation is not planning individualized lessons for each student in the class. It is also not whole group instruction all of the time.Differentiation is necessary.You know your students. You are the best judge of when and what you can do to help all students be successful learners of your content area. Keep it simple. Start small. Build on current effective instructional practices.
What Does the Research Say?
A longitudinal study of 200 students Students who were under challenged
Low involvement in learning activities Less concentration
Students who were challenged beyond their skill level
Low achievementLow self-worth
Csikszentmihalyi, Rathunde, & Whalen (1993)
What Does the Research Say?
In the same study Student interest is the key to the
motivation to complete more complex tasksStudent interest from previous tasks is
often the key to student’s continued motivation to complete tasks that for the moment are not as interesting
Csikszentmihalyi, Rathunde, & Whalen (1993)
What Does the Research Say?
In a meta-analysis of researchAccommodating learning style through
teaching or counseling interventions resulted in significant academic and attitude gains for all cultural groups
Sullivan (1993)
What Does the Research Say?
By abolishing tracking and grouping heterogeneously
Teachers gradually moved from the former teacher-centered instruction to student-centered
Less in front of the room-more circulationLess independent work-more cooperative learningLess on text and test factual questions-more open
ended, higher-order thinking questions
Rothenburg, McDermott, & Martin (1998)
What Does the Research Say?
By abolishing tracking in one high school and grouping heterogeneously
Teacher and student attitudes were more positive about heterogeneous grouping
Previously lower track students showed significant higher achievement than before
Previously higher tracked students achieved just as highly as before
Rothenburg, McDermott, & Martin (1998)
Our Role…
Traditionally…The teacher directs
student behaviorThe teacher solves
problemsThe teacher
provides whole-class standards for grading
In Differentiation…The teacher facilitates
student’s skills at becoming more self-reliant learners
Students help others and teacher solve problems
Students work with teacher to establish both whole class and individual learning goals
Tomlinson, 1999
Benefits of Co-TeachingStudents with IEPs
Reduces stigma Improved instruction Continuity of instruction Higher expectations
Students without IEPs Increases understanding
and respect for students with special needs
Improved instruction Continuity of instruction
Teachers Support New sense of expertise Combination of strengths and
resources Allows more time to reflect,
monitor, assess, and adapt instruction
Classroom management
Other Builds a
heterogeneously-based classroom
community Meeting individual
student needs Lowers student/teacher
ratio(Friend)
Co-Teaching Approaches
One Teach, One Observe
One Teach, One Drift
Parallel Teaching
Station Teaching
Alternative Teaching
Team Teaching
One Teach/One Observe
Why?To gather dataTo analyze dataTo check student progressTo compare target students to others
When?In new co-teaching situationsAfter questions arise about studentsAs a deliberate part of a lesson
One Teach/One Drift
Why?To provide unobtrusive assistance to all students as neededOne teacher has a particular area of expertise
When?In new co-teaching situationsThe lesson lends itself to delivery by one personAs a deliberate part of a lesson when students need close monitoring
Parallel Teaching
Why?To lower student/teacher ratioTo foster participation in discussionsTo monitor students more closely
When?As new topics are introducedTo review for tests, drill and practice, or re-teaching a topic
Station Teaching
Why?To lower student/teacher ratioTo teach several topics at onceTo teach complex material that is not hierarchical
When?Students need to work in smaller groupsAs a deliberate part of a lesson
Alternative Teaching
Why?If a small group of students needs remediationFor enrichmentFor assessment purposesIf mastery of a concept varies
When?“Flu” groupFriday reviewPre-teaching
Team Teaching
Why?To demonstrate interaction to students (role playing, modeling)
When?Teachers have a high sense of comfort working together
Co-teaching Is a Service
Delivery System in Which:Two (or more) educators or other certified staff,
Contract to share instructional responsibility,For a single group of students,Primarily in a single classroom workspace,For specific content (objectives),With mutual ownership, pooled resources, and joint accountability,Although each individual’s level of participation may vary.
Marilyn Friend, Ph.D.
Key Components For Differentiation
Content/StandardsAssessmentGrouping StrategiesIntroductory ActivitiesTeaching MethodsLearning ActivitiesResourcesProductsExtension ActivitiesAdaptations Based on Learner Needs
Parallel Curriculum, 2002
Differentiation of Instruction
Tomlinson, 1999
Respectful tasks Flexible
grouping
Ongoing assessment and
adjustment
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation such as
Teachers Can Differentiate
Content Process Product
Readiness
Interests
Learning Profile
According to Student’s
Through a range of instructional and management strategies such as
Multiple intelligences
Jigsaw
Taped materials
Anchor activities
Varying texts
Varied supplementary materials
Literature circles
Tiered lessonsTiered centers
Tiered productsLearning contracts
Small-group instructionGroup investigation
OrbitalsIndependent studies
4MATVaried questioning
strategiesInterest centersInterest groups
Varied homeworkCompacting
Varied journal promptsComplex instruction
Tomlinson, 1999
Planning
Instruction
Evaluation
Planning, teaching, assessing and adapting are interconnected parts of a whole educational process.
A Piece of the PIE
Tests/Checklists vs. Assessment
Tests/ ChecklistsCommercial StandardizedFocus on quantitative data
AssessmentProcessMulti-purposefulInformation gathering
The Nature & Purpose of Assessment in a
Differentiated ClassroomProvides on-going information to inform instructional Includes pre-assessment, in-process assessment, and post-assessmentIncludes a range of approaches
Callahan & Tomlinson, 2002
How Can Assessment Help Us to Differentiate
Our Instruction?Differences among students
Academic DifferencesDevelopmental readinessPrior knowledgeReading level
Cognitive DifferencesThinking skillsLearning rate
Social and EmotionalInterestsLearning stylesMotivation
AssessmentUse well-aligned assessments to
monitor growthAlign assessment data with
instructional components Use scores to determine how
students are progressing Offer students alternative
products to demonstrate their understanding
Provide for self-assessment
Purcell, 2003
The Assessmen
t Equation
TASK
KNOWLEDGECOGNITIVE PROCESSING
ASSESSMENT
Purcell, 2003
+
Why should we assess for more than
cognitive ability?To understand and support other factors that contribute to life-long success:
AttitudesInterestsMotivationLearning style preferencesExpression style preferences
Purcell, 2003
Knowledge and Process Options
Content KnowledgeFactsConceptsMacro-conceptsPrinciplesThemesBasic SkillsCognitive SkillsMethodological SkillsApplicationsGeneralizationsTransformations
Cognitive ProcessesRecallMatchSortCompareMake An AnalogyDecideCritiqueProvide an Alternative
ProspectiveProblem SolveCreate
Purcell, 2003
Methods of Assessment
Teacher ObservationsLearner Profiles K-N-W ChartsJournalsParent LettersLists, SurveysProductsPerformancesConferencesConcept Maps
Purcell, 2003
The Numbers and Words About Assessment
Quantitative data (Numbers)
Instructional level
FrequencyDurationOverall student
progress
Qualitative data (Words)
Environmental or instructional conditions
IntensityError analysisFunction of
behavior
Effective Questions to Analyze The Instructional
EnvironmentWhat curriculum standards does this address?What are the expectations of the task?What is the amount of relevant practice/student engagement provided?
What teaching strategies are used?Is there appropriate pacing? Is there an instructional match provided?
Essential Questions to Analyze Student
PerformanceWhat does the student know/do?What are the student’s strengths and interests?What it the student’s instructional level? How does the student approach new learning?
What learning strategies does the student use?How does the student organize information?Does the student self-monitor? What are the patterns in errors?
Effective Questions to Ask About Student
BehaviorWhat does the student contribute to his environment? When, where, and with whom is the behavior most likely to occur?When does he exhibit appropriate behaviors?
What happens immediately before the behavior?What do others do when the behavior occurs?What other environmental conditions may contribute to the behavior?
Student Self-Assessment Questions
What have I done?How well did I do each task?Did I stick to the task?If I did the task again, what would I do differently? Why?What new question do I want to research?How do I feel about what I’ve done?
Did I follow directions?Did I work without disturbing others?Did I help others? If so, how?Was I independent in my work?Did I recheck my work?What aspect of my work makes me most proud?
Record Keeping
InterviewsObservation Check Sheets“Seating Charts”Clipboards Post-It notesIndex cardsJournals
Content Standards vs. Performance
StandardsContent standards
What gets taught Subject matterThe skills and
knowledge The applications
Set the broad curriculum goals
Performance standards
Demonstrate levels of mastery that students must meet
Translate content into specific knowledge and skills
Define specific grade levels or benchmarks
V. Nolet & M. J. McLaughlin (2000)
A Piece of Curriculum Pie
What most students will learn
What some students will learn
What all students will learn
KU-CRL
Identify
animals
that are
mammals
Define
the characteristics
of mammal
s
Compare
the characteristic
s of
mammal
s to
reptiles
Example:Sample Standards: The student will compare the characteristics of mammals to reptiles.
No One Yet Knows : How to compare and contrast characteristics of animal kingdoms, such as warm-blooded, hair, etc.
A Few Students Know: How to identify animals by mammals, reptiles, birds, etc.
Some Students Know: How to group animals by common features or characteristics
Everyone Already Knows: How to name common domestic and wild animals
Some
All
None
Few
Examining…
What is equal opportunity?Fair
JustAdequateNon-discriminatoryReasonable
EqualIdenticalAlikeSame
Fair Equal
Fair Equal
Embedded Learning Opportunities
Short teaching episodes within ongoing classroom activities and routines; the instructional component is planned ahead of time.Good match between the activity or routine & the child learning objectiveTakes advantage of Child’s interests and preferences so this enhances the child’s motivation to participation and learn.Child’s ability to use skill in different situations is encouraged.
Sandall & Scwartz, 2002
Child –Focused Instructional Strategies.
Child –focused Instructional Strategies use instruction that is more systematic, more frequent, and more carefully planned
They are techniques and methods for delivering instruction that have been demonstrated by research to result in improved child outcomes.
Child Activity Matrix
Date:
Teacher’s Name: Child’s Name:
Key: CM = curriculum modification; ELO = embedded learning opportunity; CFIS = child-focused instructional strategy
Interact with
Materials
Follow teacher-
given instruction
s
Respond to other’s conversational topics
Share or exchange
objects
Demonstrate five new play skills
Respond to general knowledge questions
Snack
Outdoor time
Transitions
Departure
Accommodations vs. Modifications
Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)
ModificationA change in what the student is expected to learn and/or demonstrate (WHAT)
While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.
V. Nolet & M. J. McLaughlin (2000)
Accommodations vs. Modifications
Accommodation Accommodations do do notnot change the instructional level, content, or performance criteria for meeting standards; they do notdo not alter the big idea or major learning outcomes expected of the instruction.
ModificationModifications may alter the subject matter or the expected performance of the student.
V. Nolet & M. J. McLaughlin (2000)
Three Types of Accommodations
Alternative Acquisition Modes to augment, bypass, or compensate for a motor,
sensory, or information processing deficit.
Content Enhancementsto assist with identification, organization,
comprehension, and memory of information.
Alternative Response Modesin order to reduce barriers created by sensory or
motor deficits or language differences.
V. Nolet & M. J. McLaughlin (2000)
Levels of Accommodations
Change Instructional Strategies (Input)Change Materials (Process)
Low TechMid TechHigh Tech
Change Tasks to Demonstrate Learning (Output)
Two Types of Modifications
Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets)Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions)
V. Nolet & M. J. McLaughlin (2000)
Core Knowledge Categories
Facts: A specific detail, verifiable information
Concepts:
A general idea or understanding, a category or classification
Principles:
Fundamental truth, law, doctrine, rule, or generalization that explains the relationship between two or more concepts
Skills: Proficiency, ability,technique, strategy, method or tool
Attitudes:
Inclinations, beliefs, state of mind, appreciations.
Problem Solving:
The ability to use knowledge to address an aim that was not immediately understandablePurcell, 2003
Examples of Core Knowledge
Categories
.
Facts/Details George Washington was the first
president of the United States. A, E, I, O, U, and Y are vowels.
Concepts A president is the national leader of
government. Vowels sounds are made with
uninterrupted air vibrations. Principles Currently U.S. president may only be
re-elected once. Every syllable has only one vowel
sound.
Skills Debate, leadership, delegation, time,
management, oratory. Spelling, poetry writing, rhyming,
reading, pattern finding.
Attitudes I would never want to be President of
the United States. Paying attention to vowel sounds in my
spelling is really worthwhile.
Problem Solving I'd like to work on a project for
campaign finance reform. I'd like to create some "tricks" to help
kids spell better with vowel sounds.
Purcell, 2003
Sample Declarative Knowledge: Facts
There are nine planets.The capital of Connecticut is Hartford.2 + 2 = 4“Cat” has three letters.There are 7 food groups.Eric Carl illustrated many books.
Purcell, 2003
Sample Declarative Knowledge: Concepts
PlanetConstellationState CapitalsGovernmentNutritionTransportationConflictHorizonSymmetry
BalanceIronyEmergencyScience FictionAdditionOctagonForceGravityPrecipitation
Purcell, 2003
Sample Declarative Knowledge: Principles
Every story has elements like characters, setting and events.Gravity pulls things down to Earth.People from different parts of the world have different cultures.The human body needs a balanced diet.People need money to buy things.
Trick: Keep asking “why” to identify more overarching
principles.
Kindergarten President’s Day
TRADITONALTo celebrate President’s Day,
kindergarten teacher showed students pictures of George Washington and President Lincoln.
She had her students paste lengths of black yarn onto a picture of Lincoln to show his beard.
They put elastics around their pictures to make masks to ware in a parade around the school.
DIFFERENTIATEDTo celebrate President’s Day,
kindergarten teacher decided to link the holiday to a discussion about leaders.
She gave each child a penny, and asked them to tell about the face on the coin. What might you have to do to get your face on a coin?
Some students wanted to find out more about presidents. She had a separate conversation with these students.
Purcell, 2003
What Is Essential or Core Content?
Fundamental knowledge in a disciplineKnowledge that
Reveals the nature of a disciplineIs a constant within any discipline-related topicProvides a scaffold for novice and expert
learnersSpirals throughout the continuum of expertise Is of service to children and adultsIs decided children should learn
Purcell, 2003
Why Should We Teach
Core Knowledge?Promotes the meaning & structure of a disciplineMakes new learning in the same discipline easier & more efficientPromotes proficiency, skillfulness, independence, & self-efficacyPromotes growth toward expertiseImproves teacher expertiseAddresses post-secondary Addresses equity & opportunity to learn
Purcell, 2003
What Is a Representative Topic?
A representative topic is specific subject matter that is selected purposefully as a focus for teaching and learning because of the topic’s potential for illuminating the essential concepts, principles, and skills in a related discipline.
Purcell, 2003
What Makes a Good Representative
Topic?Is reflective of the core knowledge (standards) in a disciplineIs interesting to studentsIs familiar to students and understood in depth by the teacherHas multiple relationships between the topic and core knowledge in the disciplineLends itself to the use of readily available resources
Purcell, 2003
Misused TopicsAre not central to core knowledge in the disciplineAre not used to illustrate key concepts, skills, and principlesChosen primarily because “the students like them”Used as ends in of themselvesAre not shown as metaphors, symbols, or examplesLead to the development of an activity-based rather than a content-based curriculum
Purcell, 2003
Analyzing the Content of Your Unit
What is the representative topic of your unit?With which content/performance standards does your representative topic align?Which are facts? Concepts? Principles? Skills? How might you differentiate your representative topic to accommodate the learning needs of students?
Purcell, 2003
What is the Learner’s Role?
RecallMemorizePracticeSequenceDescribeParaphraseCategorizeAnalyze
See RelationshipsCritiqueApplyEvaluateDecidePlan Problem SolveCreateMetacogitate
Purcell, 2003
Practical
Critical
Analytic
Creative
The Thinking-Learning Connection
Purcell, 2003
Thinking-Learning Activities: Analysis
Make an ObservationFind Similarities and DifferencesCompare and ContrastSequence, Rank, PrioritizeCategorizeClassifyPredictLook for PatternsFind Cause and EffectMake an Analogy
Draw ConclusionsInferInductive ReasoningDeductive Reasoning
Purcell, 2003
Thinking-Learning Activities:Critical
Detecting Fact and OpinionDetermining BiasDetermining Credibility of a SourceIdentifying AssumptionsDetecting Warranted and Unwarranted ClaimsDetermining Strength of an ArgumentIdentifying Fallacies
CritiqueEvaluateJudgePersuadeArgue
Purcell, 2003
Thinking-Learning Activities: PracticalDecision MakingProblem SolvingPlanning Decision MakingHypothesizingFormulating QuestionsCriteria Setting
Purcell, 2003
Thinking-Learning Activities:Creative
DesignInnovateInventDevelopImprove
• Fluency• Flexibility• Originality• Elaboration• Brainstorming• Creative Problem
Solving• Synectics
Purcell, 2003
ProductsAdvance organizerAdvertisementAnimationAnnotated
bibliographyArgumentAssignmentAudiotapeBiographyBlueprintBoard gameBook jacketBulletin boardBulleted listCD discCalendarCampaignCard gameCensusCeramicsChamber musicCharacter sketchCharcoal sketchChartChoral readingChronologyCollageCollectionComic stripComputer gameComputer program
CostumeCritiqueDanceDebateDiagramDiaryDictionaryDioramaDisplayDramatic
monologueDrawingEconomic
forecastEditorialElegyEssayEtchingExperimentFableFact fileFairy taleFamily treeFestivalFilmstripGlossaryGraphGraphic
organizerGreeting cardHaikuHypercard stackHypothesis
Illustrated storyInterviewInventionInvestment portfolioJournalLandscape designLearning profileLectureLessonLetterLimerickLine drawingListMagazine articleMapMazeMemoirMemoirMontageMovieMuseum exhibitMusical compositionNewspaperNotesObservation logOil paintingOral historyOral reportOutlineOverhead
transparency
PamphletPantomimeParagraphPatternPhoto essayPhoto journalPlayPicture dictionaryPicture bookPoemPortfolioPosterPotteryPowerpoint slidesPredictionProtocolProposalPuppetPuppet showQuestionsRadio showRelief mapReflectionReflective essayResearch reportRubbingRuleScience fiction storyScrapbook
SculptureSet designShort storySilk screeningSimulationSkitSlide showSmall-scale modelSocial action planSongSonnetStencilSummarySurveyTableTerrariumTextbookTimelineTheoryThink pieceTopographical mapTV documentaryTV newscastVideoVideo gameVocabulary listWeather
instrument/logWebWorksheetWrapping paper
design
Example
DIFFERENTIATEDAll students create
their own concept map about migration
They also have the opportunity to record on audiotape about the diversity of people in their neighborhood and explain why they moved there
TRADITIONALThe preparation
of the Thanksgiving dinner for the class, parents, and invited officials to coincide with Thanksgiving Day
Performance standard: Students will describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people, K-4
Purcell, 2003
Component
Option 1 Option 2 Option 3
Assessment
Content
Learning Actives
Product
Materials
Designing Alternatives
Purcell, 2003
Component
Novice Apprentice Expert
Assessment
Content
Learning Actives
Product
Materials
Designing a Tiered Lesson Plan
Purcell, 2003
Next Steps…
Develop a plan of a differentiatedMorning meetingLearning centers or stationsProject
Practice differentiation in the classroomBe prepared for next time to
Reflect on how things wentShare ideas, lessons, materials, etc.