Differentiating Instruction: The Journey "In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners." * * Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Alexandria, VA: ASCD. “StudentsFirst: Successs for All” Conference Kennesaw State University Tuesday, November 15, 2005 Judy Rex [email protected]
Transcript
Differentiating Instruction: The Journey
"In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners." *
* Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Alexandria, VA: ASCD.
“StudentsFirst: Successs for All” Conference
Kennesaw State UniversityTuesday, November 15, 2005
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
Differentiation is a Way of Thinking About Teaching and
Learning
Dear Miss Brin,
Yesterday you got really really mad at me in class. I didn’t argue with you, because that just makes you madder and being yelled at makes my stomach feel funny and I can’t think. But I want to say what happened. Maybe you will understand why it looks like I don’t pay attention in class.
You told us to open our books to chapter 4 and read silently. Then you asked everyone to put your hand up if we had finished the third page and Sean didn’t. You waited for him to finish the page. Then you told us to take turns reading out loud. When you got to me, I asked you what paragraph to start on, and you started yelling at me. You asked me a lot of questions but you didn’t let me answer any of them. You answered them yourself but the things you said weren’t true answers!
This is what happened. I started reading when you said. I finished the chapter and stopped because you get mad if I read any more. I didn’t get out another book because that makes you mad too. I didn’t doodle or do math or talk to Sarah or get up or walk around because those things make you mad. So I worked on my greek in my head until you called on me.
I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn’t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it’s not true that I was day dreaming! And I’m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN’T read that slow!!
You said you got mad because I was wasting everybodies time. But I just asked “which paragraph Miss Brin?” Look at your watch and say it too. It takes 2 seconds. You could have said “the third paragraph.” That takes 21 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing!
Peter takes almost a whole minute to read “Ben heard the bear cough behind him.” I timed him. It’s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don’t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person i am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!!
Miss Brinn I want to do what you tell me! I don’t understand why I can’t keep reading at the end of a chapter. Or get out my other books. or study my greek. Or draw or doodle or write in my journal. But you don’t want me to do that so I don’t. But I can’t sit and stare at the wall. If i try to do that I just start thinking about something else! I don’t know HOW to not think! I don’t know HOW to read slow! Please tell me what to do so it won’t make you mad at me all the time. And PLEASE don’t yell at me in class.
love, your sad student,
Anne
I know it’s been a long time since you heard from me. I wanted to let you know what I am doing now and that I think of you often, even though I have not been a particularly faithful correspondent.
When you last saw me, you must have had some doubt about what I might do with my life. The interesting thing, though, is that if you did have doubts, you never let me know about them. You treated me as though I had all the possibilities in the world in my hands. The fact that I could not pass a vocabulary test seemed incidental to you. What mattered was what I could do.
I didn’t get that at the time. I was too exhausted from years of lugging around my disabilities.
You need to know that I will be receiving a Masters Degree in just a few days. My mom asked who I wanted to know about that from back home. You need to know. Your belief in me when I had no belief in myself opened the door that led here. . .
R.G. .
Elizabeth Ann fell back on the bench with her mouth open. She felt really dizzy. What crazy things the teacher said! She felt as though she was being pulled limb from limb.
“What’s the matter?” asked the teacher, seeing her bewildered face. “Why – why,” said Elizabeth Ann, “I don’t know what I am at all. If I’m second grade arithmetic and seventh grade reading and third grade spelling, what grade am I?” The teacher laughed. “You aren’t any grade at all, no matter where you are in school. You’re just yourself, aren’t you? What difference does it make what grade you’re in? And what’s the use of your reading little baby things too easy for you just because you don’t know your multiplication table?”
Understood Betsy
Appalachian Trail
South end of Hundred
Mile Wilderness
… Warning!!!
Where Do I Begin?Start small – but start!
First Steps:
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Next Steps
Leaps
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Who will help or support you?
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Differentiated Instruction
Defined
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. If you have high quality curriculum and materials, then it isn’t so much WHAT you use as it is HOW you use it to meet the varying readiness, interests and learning profiles of your students.
Differentiationmust be an extension of
not a replacement for
high qualitycurriculum.
Differentiationmust be an extension of
not a replacement for
high qualitycurriculum.
What Differentiated Instruction…
IS• Differentiated instruction
is more QUALITATIVE than quantitative.
• Differentiated instruction provides MULTIPLE approaches to content, process, and product.
• Differentiated instruction is STUDENT CENTERED.
• Differentiated instruction is a BLEND of whole class, group, and individual instruction.
• Differentiated instruction is "ORGANIC".
IS NOT• Individual instruction • Chaotic or new• Just another way to
provide homogenous instruction (You DO use flexible grouping instead)
• Just modifying grading systems and reducing work loads
• More work for the "good" students and less and different for the "poor" students
Affirmation
Contribution
Power
Purpose
Challenge
Invitation
Opportunity
Investment
Persistence
Reflection
Important
Focused
Engaging
Demanding
Scaffolded
The Student Seeks
The Teacher Responds
Curriculum and
Instruction are
the Vehicle
Carol Tomlinson, 2002
“Differentiation is not so much the ‘stuff’ as the ‘how.’ If the ‘stuff’ is ill conceived, the ‘how’ is
differences. The teacher continually tries to understand what individual students need to learn most effectively. A respectful task honors both the commonalities and differences of students, but not by treating them all alike.
A respectful task offers all students the opportunity to explore essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill.
UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts. Culture
shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)
Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data
UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts. Culture
shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)
Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data
Tomlinson * 02
-CHOICE-The Great Motivator!
• Requires children to be aware of their own readiness, interests, and learning profiles.
• Students have choices provided by the teacher. (YOU are 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 . . .
Differentiation According to Sternberg’s Intelligences
Know: What makes a Tall Tale
Definition of fact and exaggerationUnderstand:An exaggeration starts with a fact and stretches it.
People sometimes exaggerate to make their stories or deeds seem more wonderful or scarier.
Do: Distinguish fact and exaggeration
Analytical TaskListen to or read Johnny Appleseed and complete the organizer as you do.
Practical TaskThink of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about something that happened. Write or draw both the factual or true version of the story and the tall tale version.
Creative Task --- RAFT AssignmentRole Audience Format Topic Someone Our Diary entry Let me tell youin our class class what happened while Johnny A. and I were on
the way to school today….
Tall Tales
Grade 3
Johnny Appleseed’sFacts Exaggerations
Assessment in a Differentiated
Classroom• Assessment drives instruction. (Assessment information helps
the teacher map 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. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)
• Teachers assess student readiness, interest and learning profile.
• Assessments are part of “teaching for success”.• Assessment information helps students chart and contribute to
their own growth.• Assessment MAY be differentiated.• Assessment information is more useful to the teacher than
grades.• Assessment is more focused on personal growth than on peer
competition.
A Few Routes to READINESS DIFFERENTIATION
Varied texts by reading levelVaried supplementary materialsVaried scaffolding• reading• writing• research• technologyTiered tasks and procedures Flexible time useSmall group instructionHomework optionsTiered or scaffolded assessmentCompactingMentorshipsNegotiated criteria for qualityVaried graphic organizers
Mrs. Mutner liked to go over a few of her rules on the first day of class
Best Practices forStandards-based Instruction
Best Practice, New Standards for Teaching and Learning in America’s SchoolsZemelman, S., Daniels, H. & Hyde, A. (1998). Portsmouth, NH:Heinemann
Student Voice and InvolvementBalanced with teacher-chosen and teacher-directed activities:
Students often select inquiry topics, books, writing topics, etc.
Students maintain their own records, set goals, and self-assess
Some themes / inquiries are built from students’
own questions
Students assume responsibility and take roles
in decision making
From Attache Magazine
A “Typical” Day in a D.I. Class
• predictable, not rigid, schedule• blocks of time for units of study• procedures defined and in place• students assuming responsibility• voice and choice for students• a variety of materials are in use• flexible grouping occurs regularly• daily reflection on learning• regular community gatherings
(for fun and problem solving)
Should be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)
Implementation: purposefully plan using information collected – interest surveys, learning
profile inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups
Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and asuming roles within the group
MyAppointment Clock
Round the Clock Learning BuddiesRound the Clock Learning Buddies
Make an appointment with 12 different people – one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.
Tape this paper inside a notebook, or to something that you will
bring to class each day.
Anchor ActivitiesWhat Do I Do If I Finish Early?
• Read – comics, letters, books, encyclopedia, poetry, etc.
• Write – a letter, poetry in your Writer’s Notebook, a story, a comic, etc.
• Practice your cursive or calligraphy
• Keyboarding• Help someone else• Create math story
problems or puzzles
• Work on independent study of your choice
• Play a math or language game
• Find out how to say your spelling words in another language
• Practice ACT / SAT cards
• Solve a challenge puzzle with write it up
• Practice anything!• Get a jump on homework• Use your imagination
and creativity to challenge yourself!
10 Strategies for Managing a Differentiated Classroom
1. Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile.
2. Begin differentiating at a pace that is comfortable for you.
3. Time differentiated activities for student success.4. Use an “anchor activity” to free you up to focus
your attention on your students.5. Create and deliver instructions carefully.
10 Strategies for Managing a Differentiated Classroom
6. Have a “home base” for students.7. Be sure students have a plan for getting help when
you are busy with another student or group.8. Give your students as much responsibility for their
learning as possible.9. Engage your students in talking about classroom
procedures and group processes.10. Use flexible grouping.
Students in a differentiated classroom do not need to work the
system . . . . .because the system works
for them!
Remember to think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies.
How will you use what you learn about today to differentiate for YOUR students?
Ask yourself . . . .
SO WHAT?NOW WHAT?
A Game Plan for Differentiation
1. Sharpen the curriculum
• Focus (K-U-D)
• Hook
•Ratchet
•Tighten
2. Assess the students• Pre-assessments for
Readiness
• Interest Inventories
• Learning Preference Surveys
• Anecdotal Data
3. Design instruction
• Map the content, process, and product
• Whole class, small group, individual (flexible grouping)
4. Match tasks to learner need•Adjust for Readiness, interest, learning profile
• Vary strategies
• Align with KUD
5. Bring the students on board
6. Reflect and refine• Keep the loop going
• Develop rationale
• Establish routines and procedures
• Focus on shared decision-making
• Build autonomy
Adapted from C. Tomlinson
Begin Slowly – Just Begin!
Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions
High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By
Readiness
To Differentiate Instruction By
Interest
To Differentiate Instruction by
Learning Profile
,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience
encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies
create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.
useful instructional strategies:
- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment
useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors
Suggested Resources Related to Differentiated InstructionASCD.org, Educational Leadership magazine, ASCD video seriesBrandt, Ron (1998) Powerful Learning. Alexandria, VA: Association for Supervision and
Curriculum Development.Cooper, J. David (2000). Literacy: Helping Children Construct Meaning, Fourth Edition. Boston,
MA: Houghton Mifflin Co.Cummings, Carol (2000). Winning Strategies for Classroom Management. Alexandria, VA:
Association for Supervision and Curriculum Development.Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the
Facts. Thousand Oaks, CA: Corwin Press, Inc.Erickson, H. Lynn (2001). Stirring the Head, Heart, and Soul, Second Edition. Thousand Oaks,
CA: Corwin Press, Inc.Gibbs, Jeanne (1995). Tribes: A New Way of Learning and Being Together. Sausalito, California:
Center Source SystemsJensen, Eric (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for
Supervision and Curriculum Development.Keene, Ellin Oliver $ Zimmerman, Susan (1997). Mosaic of Thought: Teaching Comprehension in
a Reader's Workshop. Portsmouth, NH: HeinemannLevine, Mel (2002). A Mind at a Time. New York: Simon and Schuster.Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for
Supervision and Curriculum Development.Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That
Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
Reeves, Douglas B. (2004). Accountability for Learning: How Teachers and Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development.
Sternberg, Robert. (1998). Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life.
Stiggins, Richard J. (1997). Student-Centered Classroom Assessment, Second Edition. New Jersey: Prentice-Hall Inc.
Strachota, B. (1996). On Their Side: Helping Children Take Charge of Their Learning. Greenfield, MA: Northeast Society for Children.
Stronge, James H. (2002) Qualities of Effective Teachers, Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (1996). Differentiating Instruction for Mixed Ability Classrooms; A Professional Inquiry Kit. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. & Allan, Susan D. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. & Eidson, Caroline Cunningham (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5. Alexandria, VA: Association for Supervision and
Curriculum Development. Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for
Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, Grant & McTighe, Jay (1998. Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom (revised, expanded, updated edition). Minneapolis, MN: Free Spirit.
Winebrenner, S. (1996). Teaching Kids With Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit.
