Leading for Differentiation: Growing the Teachers Who Grow the Kids

Copyright 2016 Tomlinson & Murphy 1

Leading for Differentiation:Growing the Teachers Who Grow the Kids

ASCD Annual ConferenceThree-Day Preconference Institute

March 30 – April 1, 2016Carol Ann Tomlinson and Michael Murphy

Who’s in this room?

Essential Questions to Guide Our Exploration of Leading Differentiation:

1) Why is now the right time for this change to differentiated teaching practices? Are we up to the challenge?

2) When thinking about differentiation, are we talking about school change or people change?

3) What constitutes differentiation “success”?4) Are we focusing on the right things to maintain this

change?5) What are good conversations leaders can develop and

conduct about differentiation?6) Why will we be confounded about the differentiation

implementation issues that pop up and what do we do about those issues?


Our Learning Community Suggestions:

• Participation and questions

• Schedule adherence

• Technology management

• Collaboration and dialogue with others

• Application

Let’s do some advance organizing for today. . .

Find three partners

who don’t usually work

with you!

Why is now the right time for this change? Are we up to the challenge?


Taking a moment . . .

1) It takes quite a while for meaningful differentiation to take hold and flourish.

2) Growth may be uneven and requires leaders to stay the course.

3) Leading differentiation requires trust in our students and trust in our teachers.

4) Effective leaders of differentiation must know the difference between “power over” and “power to”

1) Choose a partner or two.

2) Take one of the previous questions and just talk back and forth.

3) We’ll see what your thoughts are in about four minutes.

Who’s Coming

to School these Days?

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Second language learners

Students with learning

challenges

Students from low-income

backgrounds

Advanced learners

Students who are homeless

Students with emotional challenges

Students from “non-majority”

races or cultures

Students whose families move

often


Seeing the Faces of these Students . . .

1) Who are the “faces” that you are advocating the most for?

2) How would you present your “argument” for why differentiated instruction is so vital—in your schools and district(s)?

• Teachers need to know where each student begins and is in his/her journey to meeting the criteria of the lesson.

• What are his or her strengths and gaps in knowledge and understanding?

• What learning strategies does he or she have and how can we help him or her to develop other useful learning strategies?

John Hattie on Differentiation:

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John Hattie on Differentiation:

• The teacher will have to provide different ways in which students can demonstrate mastery and understanding along the way to meeting the criteria for success.

• Rapid formative feedback can be very powerful.

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• Teaching the class as a whole is unlikely to pitch the lesson correctly for all students.

• Differentiation relates primarily to structuring classes so that all students are working at or “+1” from where they start.

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• All classes are full of heterogeneity, which is likely advantageous because students can learn from one another.

• An art of teaching is seeing the commonality among the differences and having peers work together around those commonalities.

• Note that differentiation relates more to addressing students’ different phases of learning (from novice to capable to proficient) rather than merely providing different activities to different groups or students.


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• The key is for teachers to have a clear reason for differentiation and to relate what they do differently to where the student is located on a progression of learning related to the topic at hand.

• In grouping students, the goal is to group students at varied places in the progression so students can move forward as they discuss with, work with, and see the world through the eyes of other students.

• In order for grouping to be effective, it requires structure and instruction for students to develop the skills necessary for those things to happen.

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To care about each student . . .To care for each student . . .Because it is the professional thing to do.Because it is the ethical thing to do..

--Lorna Earl (2003). Assessment as Learning

The teacher’s overriding moral purpose is to meet the needs of students, even when

it conflicts with personal preferences.

How does John Hattie make us think about the way we teach today? Ought to be teaching?

What is your reason for differentiation—ethical, research, or demographic?

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Find your breakfast partner . . .


Are we up to the challenge? Are WE clear on what differentiation is and what it’s not?

Now that you have shared your ideas on the “what” of differentiation . . .

What Differentiation Is: What Differentiation is Not:

Use the laminated mats at your places to share common understandings and misunderstandings you

encounter as you lead differentiation!

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“Differentiation is a sequence of common sense decisions made by teachers with a student-first

orientation.”--Adam Hoppe, 2010


Ensuring an environment that actively supports studentsin the work of learning (mindset, connections, community),

Absolute clarity about a powerful learning destination—(KUDs, engagement, understanding),

Persistently knowing where students are in relationto the destination all along the way,

Adjusting teaching to make sure each student arrives at the destination (and, when possible, moves beyond it), and

Effective leadership & management of flexible classroom routines.22

The Hallmark of Effective Teaching:

Environment, Curriculum, Assessment, Instruction & Leadership/Management

Working Together 23

Implications?

Leaders Need to:• Understand the essential elements

of differentiation• Develop and share a compelling

rationale for differentiation and share it compellingly with stakeholders

• Model differentiation for their teachers.

• Provide intelligent and sustained support for teachers to develop with DI.

Teachers Need to:• Understand the essential elements of

DI and how they work together to benefit students.

• Learn to implement the elements in their practice with growing competence.

• Develop and maintain a personal growth plan for DI.

• Collaborate with colleagues to benefit their own growth and their students’ growth.


1) Find a “fence partner” or two. 2) How ready are you to lead

differentiation?3) What are the implications for

the way you lead differentiation in terms of:

1) Communication?2) Resources?3) Professional learning?4) Momentum and motivation?

Do people change or do schools change?

Let’s start by exploring what happened to Culver Elementary School . . .

Quickly skim the case study at your tables.

With your table mates, answer the three questions at the end of the second page.

Be ready to report!

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Culver and the Orchestration of Change:

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Is it school change or individual change?

Are there predictable phases?

Can it be accelerated? Adjusted?

The Mindset Shift:

Thinking about it . . . Consistent and effective practice

The “Implementation Bridge”30


Schools and adults progress in predictable phases during long-term change.The “implementation dip” is a predictable dip in performance during early

implementation.

Initial Steps: InitiationDeeply Embedded: Institutionalization

Beginning Work: Implementation

Where the work feels

really hard!

Motivation and Change Over Time:

Adult Motivation

Autonomy

Purpose

Mastery & Competence

--Deci and Faste, 1996; Pink, 2009

Autonomy:Time

Task

Technique

Team


Purpose:

Factor #2:

Clarity

Factor #1:

Priority

Mastery & Competence:

Growth

Self-efficacy

Success intervals

What do the long-term change phases and motivation theory make you think about?

Think about one major initiative you have been working on. Now think of two teachers who are INTRINSICALLY MOTIVATED to realize the change. What does that tell

you about the three motivators? About your work?

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Find your lunch partner . . .




Where the work feels

really hard!

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Start with Why . . .

Why

How

WhatTHE GOLDEN CIRCLE

“There are only two waysto influence human behavior.You can manipulate it, oryou can inspire it.”

--Sinek, Simon (2009). Start with Why. New York:Portfolio/Penguin, pp. 11 & 37.

How are we keeping people focused on this change? The power of VISION


What we find in practice . . .• There are many different interpretations of

“what differentiation is.” Therefore:• It helps to define what excellence in

differentiation looks like for teachers, so they have an agreed-upon set of markers that will help the school as a whole move toward quality implementation.

• This will help people remember the “purpose” for differentiation.

• A vision for differentiation will help people understand how that initiative “fits” with the overall school vision and goals.

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• The principles, practices, and potential to propel the work

• “What will we achieve if we reach our moral purpose?

• WHY we are doing the work

Vision

• Concrete descriptions of what will be different as a result of deeply embedded differentiation

• Serves as a communication tool and the ultimate target

• The WHAT of the work to achieve the moral purpose

Operational Vision for

Differentiation

• Short-term plans to achieve the operational vision

• Establishes the “floor” for growth that year

• Describes the HOW for each year in the journey

Yearly Change Plans

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Differentiation Vision 101:

The operational vision for differentiation is the WHAT—the DETAILED description of what it will look like when your ideas for differentiated

instruction are achieved.

It is not the school vision or mission. It “fits” within the overall school vision to show how THIS INITIATIVE will look to help you achieve your overall

vision.

The operational vision should feel energizing, challenging, and motivating.

The operational vision should be written in terms of a) students, b) teachers, and c) how the school is organized to support differentiation.

The operational vision serves as a communication and an evaluation mechanism for this initiative.


Differentiation Vision Insights:The entire visioning process can be completed in about 2 hours.

The process can be accomplished with the entire team (or faculty).

The leader should facilitate the process.

Minimal supplies are needed for the process.

How do we orchestrate a vision for differentiation? A simulation . . .

Key Ideas for Your Consideration:

• Adopt an “organic approach” to the beginning work.

• Engage in “storytelling” to set the stage.

• Ensure “what differentiation is and what it’s not” before you start.

• Check on individual “worries” about the work.

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Step #1: “Here to There”Work in table groups to get a sense of the current state of differentiation:

1. Discuss your impressions of “what differentiation is” in terms of your present knowledge and skill.

2. Generate short word or phrase descriptions of “what you think about when you think of differentiation or try to explain it.”

3. Collect all ideas from your table. Determine your “best” and most useful and/or honest ideas to post.

4. Record each of those responses on a sentence strip and post all of them on the designated chart paper or wall.

5. Participate in a gallery walk and notice what is being said.

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Day

Step #1: “Here to There”Work in table groups to get a sense of the current state of differentiation:

1. Discuss your impressions of “what differentiation is” in terms of your present knowledge and skill.

2. Generate short word or phrase descriptions of “what you think about when you think of differentiation or try to explain it.”

3. Collect all ideas from your table. Determine your “best” and most useful and/or honest ideas to post.

4. Record each of those responses on a sentence strip and post all of them on the designated chart paper or wall.

5. Participate in a gallery walk and notice what is being said.

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Step #2: When we have realized our VISION for differentiation, how will things be different for:

• Students?

• Teachers?

• School structures?

“How will our school be

changed? What will be different

in the classrooms for students?

For teachers?

In the way the school works?

Individual “Idea Writing”

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Step #3: Now, focus only on your assigned area . . .

1) Using your index cards, share all of your ideas about your assigned area

2) Brainstorm and list and prioritize and/or combine.

3) Decide on your 5-8 “best” ideas and write each on a piece of cardstock and post them.

• Students?

• Teachers?

• School structures?

“What will be

different?”

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Step #4: Talk and prioritizing . . .

1) Study and clarify through discussion or some other process.

2) Add detail to any/all ideas posted.

3) Add additional ideas.

4) Prioritize!


Step #5 Option: Group writing of the OPERATIONAL

VISION in draft form . . .

At (name of our district or county), we are committed to developing and

institutionalizing differentiation, where:

Students are:

Teachers are:

The school is organized to:

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Step #5 Option: A Writing Team

Form a small writing team who will look at the prioritized ideas and draft an operational vision for the staff to review.

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In the Culver School District, we are committed to the highest level of implementation of differentiated practices, where

Students:•Are involved in setting their own goals for academic progress and monitor their achievement through interaction and collaboration with teachers and peers;•Use accountable talk during cooperative and collaborative learning experiences to provide academic feedback to each other; an d•Are stakeholders of their own learning and mastery and engage in learning activities that challenge them and give them a sense of success.

Teachers:•Collaborate with each other to study the curriculum standards and ensure deep implementation of strategies that have proven results;•Develop a deep resource base of possible activities, materials, assessments, and lessons;•Use formative assessment to drive their instruction to personalize skill-specific, learning style, and small group achievement; and•Capitalize on their individual strengths and match those strengths to deliver the best possible instruction to flexible group s of students.

The Schools:•Each operate an efficient master schedule that allows for teachers to collaboratively plan, capitalize on their strengths, an d deliver quality instruction to fluid groups of students;•Conduct ongoing, school-based professional development to deepen knowledge of differentiation and require effective implementation; and•Build in regular celebrations of staff effort and student results.


*Ensuring an environment that actively supports studentsin the work of learning (mindset, connections, community)

*Absolute clarity about a powerful learning destination—(KUDs, engagement, understanding)

*Persistently knowing where students are in relationto the destination all along the way

*Adjusting teaching to make sure each student arrives at the destination (and, when possible, moves beyond it)

*Effective leadership & management of flexible classroom routines

Step #6: Verification and Assessment of the Operational Vision

1) Does our OPERATIONAL

VISION address these

areas?

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2) Check on Clarity?

Dig Deep with Your Last Partner:1) Go over the content for today

and some of the processes we used. What questions do you have?

2) What specific clarity do you need?

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Creating “change plans” to strategically move the work . . .


Getting Ready

Deeply Embedded

Beginning Work

Change Plan Year OneChange Plan Year Two

Change Plan Year Three

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Change Plan Year One

The VISION for the SCHOOL

Conversations and Informal Assessment of Progress

Change Plan Year Two

Change Plan Year Three

Change Plan Year Four

Change Plan Year Five

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A First Year Change Plan Example from the Greeneville City Schools (TN):

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Principals and teachers can verbalize the fundamentals of differentiation

Teachers are implementing individualized plans to experiment in differentiation

Teachers’ use of low prep differentiation strategies are being regularly discussed in team or department

meetings

The schools are structured to use early release days and monthly meetings to discuss differentiation practices and

plans

Teachers are sharing information about students they gathered from informal classroom assessments

Principals are using informal communication and individual conferences to promote differentiation

practices


Are we focusing on the right things to keep it going?

One of the Right Things = A Sense of “Where Each Person Is” in the Work

• The art of moving the organization forward while tending to individual differences

• Leading toward the vision

• Learning about the current “state”

• Assessing progress and momentum


What BEHAVIORS are Changing and How?

Preparing for the work?

Mechanically implementing some ideas?

Routinely implementing some ideas?

Refined, sophisticated, teaching and

learning?

•Doing the work at all?•At a pretty low proficiency?

•Showing persistent experimentation?•Enjoying routine high proficiency?

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“Those who know WHY

need those who know (WHAT &) HOW.”

Why

What

How

Three Avenues to Success

1) Staff developer/coach• “From the outside”• Teacher-auditioned• Long-term• In classrooms• Distributed leadership

2) Teacher liaison• “From the inside”• Teacher-trust• Long-term• In classrooms• Distributed leadership

3) Coaches & DI Team• Long term• In classrooms• Distributed leadership--Sinek, Simon (2009). Start with Why. New York:Portfolio/Penguin, pp. 140 & 37.

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Key DI Element Low Proficiency High Proficiency

Learning Environment Flat or RigidFixed MindsetLow Teacher-

StudentConnections

“Unsafe” for SomeStudents

General Awareness of, Respect for Students

General Teacher-Student Connections

Still Largely Fixed MindsetSome Community Building

General TeacherEmotional Support

Growth Mindset FairlyConsistent

General Sense of Community

Most Students Seem to“Belong”

Teacher Emotional Support for all Students

Class Works, Supports OneAnother Like a Team

High Teacher-Student Connections

Feels Like a Good “Home” forall Students

Curriculum Fact, Skills BasedRight-Answer

OrientedLow RelevanceLow Goal Clarity

Some Goal ClarityMore CoherentMore Focus on UnderstandingMore Thoughtful

Consistent Goal ClarityUnderstanding often

EmphasizedPlanned for Engagement

Understanding-FocusedHigh RelevanceHigh AuthenticityIncludes Student Voice

Assessment Of LearningFact & Skills BasedLow AlignmentLittle Emphasis on

Understanding

FOR LearningSome AlignmentSome Emphasis on

Understanding

FOR LearningGeneral AlignmentRegularly Studies

StudentsFocused Feedback

FOR & AS LearningTight AlignmentAuthentic, Understanding-

FocusedDifferentiated

Instruction Teacher-CenteredMostly One-Size-

Fits-AllLow Alignment

Student ChoiceBetter Alignment Low PrepReactive Differentiation

Interest/Learning Profile Differentiation Prevail

Generally ProactiveDifferentiation

Generally Good AlignmentFlexible Grouping

High AlignmentRegularly Teaches UpStrong Readiness

DifferentiationRespectful Tasks

Leadership & Management

Compliance-FocusedRule-OrientedLow Trust of StudentsManages Kids

Some FlexibilityFollowing Rules Still

often TrumpsStudent Needs

Some Opportunity for FlexibleLearning

Carefully Plans & TeachesRoutines

Teacher Explains his/herThinking to Students, Seeks Student Input

Empowers Students toAssist in Varied Ways

Elicits Student Input on Improving Learning

Philosophy-GuidedStudent-CenteredLearning-OrientedFull Student-Teacher

PartnershipLeads Kids, Manages Routines


A Differentiated Science TaskBased on Multiple Intelligences

V/L

Write a story

about your

planet

L/M

Make a chart

that

compares

your planet

to Earth

M/R

Make up a

song about

your planet

B/K

Make up or

adapt a

game about

your planet

(Saturn ring-

toss, etc.)

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New World Explorers

KNOW

• Key biographical information on two “New World Explorers”

• Key contributions of the two explorers

UNDERSTAND

• Exploration involves

– risk

– costs and benefits

– success and failure

DO

• Use resource materials to illustrate

& support ideas71

New World Explorers

Using a teacher-provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.

Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles.

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How can adults continue to learn and progress so their implementation becomes deeper, more sophisticated, and long-

lasting?

Three Purposes of Professional

Learning

Individual Development

Team and School

Improvement

Program Implementation

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Student Results

What is Success for Students?

What Do Adults Need to Learn to Do Better?

How Will We Know if

We Have Achieved it?

What is the Next Step?

With Adults

With Students

What’s the Issue?

Differentiated Teaching and

Learning


Please resolve at your tables:

�What does this make you think about?

�What is done well? Not so well?

�How does your school or district address the purposes for professional learning?

�How does your school or district address this sequence we discussed?

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Communities of learners working

together on improvement

Strategic leadership of

adult learning and development

Smart utilization of resources to

support improvement

Use of ongoing data to determine if progress is being

made

Different learning designs over time

A focus on implementation,

not seat time

Connecting improvement with desired outcomes

Source: LearningForward.org

Standards for Professional Learning:

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1) Study together.

2) Read the case study and find evidence of the Standards in Villegas’ work.

3) See if this work generates any questions for us.


Getting ReadyDeeply Embedded

Beginning Work

Preparation Mechanical Routine Refined

How teachers may be behaving in relation to the change

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If TRAINING is your primary model:

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• Training is valuable for gaining knowledge only.

• Training may be the worst method for implementation.

• Very few teachers will attend training on differentiation and implement anything they learned without additional strategic support!

Professional Learning Element

Effects on Knowledge Effects on Short-Term

Use (%)

Effects on Long-Term

Use (%)

Theory, readings, discussions, lectures, trainings

Positive 5-10% 5-10%

All + demonstrations Positive 5-20% 5-20%

All + demonstrations + collaborative planning of units or lessons

Positive 80-90% 5-10%

All + demonstrations + planning of units + peer/collegial coaching

Positive 90%+ 90%+

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Getting Ready

Deeply Embedded

Beginning Work

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Look at the long-term change diagram:Study the “effective designs” chart and

connect the dots:– Based on “where you are” in differentiation,

what designs may be needed to move this initiative along?

– What needs to happen to implement these adult learning strategies?

The effectiveness depends partly on the culture you help develop . . .


Developing Trust: A Three-Part Solution85

Team and School Improvement Trust

Facets

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ResourcesLearning More about DifferentiationThe Differentiated Classroom: Responding to the Needs of all Learners (2nd Ed.)Leading & Managing a Differentiated ClassroomDifferentiation in Middle & High School: Strategies to Engage all LearnersDifferentiation and the Brain: How Neuroscience Supports the Learner Friendly Classroom

Learning more about Leading for DifferentiationThe Differentiated School: Making Revolutionary Changes in Teaching & Learning

Learning More about LeadershipThe New Meaning of Educational Change (4th Ed.)Trust Matters: Leadership for Successful Schools (Megan Tschannen-Moran)Learning Forward: Standards for Professional LearningCrucial Accountability

Planning for Effective Differentiation: A Warm Up

1) Turn to pp. 98-99 in the “leadership book.” Quickly review the rubric.

2) Listen to a teacher’s sequence ofthinking and planning for differentiation.

3) Jot down key insights as we go through the teacher’s plans.

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Analyze how particular elements

of a story or drama interact (e.g.,

how setting shapes the characters

or plot).

Grade 7 Common Core Reading Standards for Literature

Unpack this Standard: What Might its KUDs Be?

Identifying KUDs—Beginning with a Standard


Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Grade 7 Common Core Reading

Standards for Literature

KnowElements of fiction (plot, setting, character, theme)Analysis, evidence, interaction, supporting a position

UnderstandElements in our lives affect us and affect one another.

The people we associate with help shape us—and we help shape them.Time of day, weather, where we are, the music we hear all impact our

mood, thoughts, and actions.The “themes” of our lives that most strongly represent who we are and

what we stand for shape our thoughts, lives, and actions.Authors use the elements of fiction in purposeful ways to guide readers’ thinking.Stories are representations of life and in that way, act like our lives do.Each element in a story shapes every other element in the story.

DoRecognize the elements in a story.Analyze how the elements interact—and why.Provide evidence from the story to support

their explanation.

1. Explain in words or words and images how you think our lives are like the lives of characters

in a story or a movie or a play.

2. What are the elements of fiction? Please define or describe the elements you list.

3. How would you explain to a fourth grader what you do when you analyze something?

4. What do you think the most important theme in your life is? In other words, what theme

does the best job of capturing who you are and what you stand for?

Name_____________________________________ Class Period________________

A pre-assessment to determine students’ entry points with critical knowledge, understanding and skill

related to interaction among elements of fiction

Patterns from the Elements of Literature Pre-Assessment

How our lives are like the lives of characters in movies or plays:Some students provided shallow, evident, concrete answersOther students provided more thoughtful and abstract answers, generally making

either more connections that were meaningful or more elaborated anddeeper connections.

Elements of Fiction6 students listed and accurately explained all of the key elements12 students listed at least 3 elements and explained most of them with general accuracy11 students left the answer blank or listed just 1-2 elements and provided ambiguous

or incorrect explanations

Explaining analysisOnly two students provided an effective, step-by-step response that would be helpful in

understanding how to analyze something.

Major theme in your lifeA large group of students noted topics (I like sports)7 students provided a theme-like statement and shared how/why it represented themA large group of students left the answer blank or provided a brief response not readily

connected with the question


Whole Class Differentiated

Discussion on elements in our lives and how they interact.

Introduction to unit.Review of elements of literature using matching exercise in which some students have cards w/ element names, some have definitions, some have examples from stories students have read in common.Discussion of things we analyze in our daily lives and how we go about it—create a set of steps in analysis.

Students work in quads or triads to analyze a story to identify story elements and analyze how they work together. Group size, story choice, and graphic organizer used to guide work will vary based on pre-assessment results. Teacher will meet with small groups throughout the class period.

Whole class review of theme, proposing themes in lives of famous people, analyzing how they arrived at those themes.

Practice with themes in brief “stories” –Stories vary in mode, complexity, support. Varied organizers.Identify and support your conclusion—Identify and show howthe elements contribute to a theme.

Identify and demonstrate how the elements contributeDevelop a story in which elements interact to point to a theme—Varied directions, organizers, supports, modes of

expression.

Earl

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Seq

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Elem

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Un

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An Early Summative Performance Task in the Interaction of Elements Unit

Develop a 50-word story from your life as a way to show how authors use elements in a story or drama to

guide readers’ thinking around a theme. Your work must include two parts: (1) the brief story you tell,

and (2) your explanation of how you used the elements of fiction to shape a message around a theme.

The story—while no more than 50 words—must include a plot/storyline, characters, setting, theme

interacting in a coherent way to evoke an important idea in readers. The story may be written, animated,

or in the form of a word & image collage. Your explanation must include a clear explanation of how

you developed your story using the elements of fiction. Include drafts and an explanation of why

your drafts evolved as they did to ensure you used the elements well in supporting your theme.

50-W

ord

Sto

ry

Differentiation in the Performance Task

1. Format options provided (write, animate, collage).

2. Think-Tank Groups available for brainstorming.

3. Graphic organizers provided for students with varied challenges in writing, organizing ideas, language. One organizer supported thinking through the story. A

second one posed questions that led to the analysis/explanation portion of the task.

4. English language learners had the option of writing the story in their first language and recording the English version.


On the pier, fishing with my dad, the sun and salt made me powerful.

I reeled in my line with a swagger, a sardine-like fish on the end.

My runt brother caught a monster.

My dad took his picture.

I got a sunburn.

Big brother dethroned again.

My first two drafts were way too long. My idea wasn’t clear enough to me so I had to think some

more.

I chose a sunny day with salt air because that always makes me feel strong, but sometimes that

can go to your head and sun can burn you. I think that happens when we feel like we are such a

big deal that we don’t have to pay attention to the rules of nature.

My little brother was a good protagonist. I should be able to win pretty much any contest with

him because I am older and wiser. Mostly, though, he wins because he’s little and cute and

get’s everybody’s attention. But sometimes, like in this story, he wins because I get too full of myself,

and it’s kind of like nature burns me to keep me in my place.

A Video Warm Up: Looking inside a Differentiated Class

1) Listen to the principal talk aboutdifferentiation. What’s her “why”?What influence would you assume she has had on the way the teacher we’ll watch isworking?

2) What would you say to the teacher in thevideo about his/her work?

3) What sense of possibilities or trepidation does thevideo create for you?

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What constitutes differentiation “success”?

Big Ideas about Knowing the Degree of Success:

Progress

Outputs Outcomes

•How we are “doing things”•Assessing our processes and/or leading indicators•Assessment

•How the work is “working”•What are the eventual results?•Evaluation

What has been our experience?

“Testing the soil” has usually meant:A focus on starting the work rather than

supporting it long-term;

No regular communication of progress so motivation slows or stops; and

One-dimensional evaluation of results in terms of student achievement only.


Critical to the Work:

• Looking at program progress much in the same way we hope teachers look at student progress

• Becoming proficient in both assessing progress and evaluating growth, and knowing when to use which strategy

• Successful leaders for differentiation work with teachers in the same ways they will ask teachers to work with their students.

• That approach reflects the way people learn.

• It is also a potent demonstration of how differentiation should work.

Principal : Teacher :: Teacher : Student

The “implementation bridge” and two critical views of “success” . . .


Planning to implement practices Consistent and effective practice

How adults are responding to it Concern about impact

The “Implementation Bridge”

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Leaders should consider TWO VIEWS:

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Refocusing

Collaboration

Consequence

Management

Personal

Informational

Awareness

Usually “early on” in the work, before people are actually “doing” the change.

Management issues are related to time, schedules, materials, etc. Management issues are “good news, bad news”. It is only after management issues are resolved that the individual is more concerned about students than him/herself.

Where would you want to check on emotional or affective reactions to the change toward differentiation?

• Defend your response with a “fence partner” in the room.

• Discuss HOW you would find out individual’s reactions to differentiation.

Initiation

Implementation

Institutionalization


Assessing this First View:

Short, incidental, informal one-on-one conversations

Can be used as an intervention and as a way to diagnose the majority concerns or reactions to the change toward differentiation

The “One-Legged”

Individual Interview

How to Ask the One-Legged Interview Question (Emotional Response):

Refocusing

Collaboration

Consequence

Management

Personal

Informational

Awareness

“Think about the work we are doing in differentiation this year,

and how that is going for you. When you think about

differentiation and your efforts to differentiate your classroom, what

concerns you? What are you worried about?”

Get with someone close by . . .1) Role play this.

2) One of you be “A” and the other “B”.

3) First, the “A” person asks the one-legged interview question and probes.

4) The “B” person responds in the way you feel a typical person might respond (make it up!).

5) See if “A” can figure out what stage of concern “B” is communicating! If you are “A”, what would you do about “B’s” concerns?

6) Then switch roles and do it one more time.


112

Integrated

Refined

Routine

Mechanical

Preparation

Orientation

Nonuse


When the change is actually being used in the classroom on a progressive and deeper basis. A combination of “good news/bad news” for the leader. No sustained impact on students until refined use.

113

Key DI Element Low Proficiency High Proficiency

Learning Environment Flat or RigidFixed MindsetLow Teacher-

StudentConnections

“Unsafe” for SomeStudents

General Awareness of, Respect for Students

General Teacher-Student Connections

Still Largely Fixed MindsetSome Community Building

General TeacherEmotional Support

Growth Mindset FairlyConsistent

General Sense of Community

Most Students Seem to“Belong”

Teacher Emotional Support for all Students

Class Works, Supports OneAnother Like a Team

High Teacher-Student Connections

Feels Like a Good “Home” forall Students

Curriculum Fact, Skills BasedRight-Answer

OrientedLow RelevanceLow Goal Clarity

Some Goal ClarityMore CoherentMore Focus on UnderstandingMore Thoughtful

Consistent Goal ClarityUnderstanding often

EmphasizedPlanned for Engagement

Understanding-FocusedHigh RelevanceHigh AuthenticityIncludes Student Voice

Assessment Of LearningFact & Skills BasedLow AlignmentLittle Emphasis on

Understanding

FOR LearningSome AlignmentSome Emphasis on

Understanding

FOR LearningGeneral AlignmentRegularly Studies

StudentsFocused Feedback

FOR & AS LearningTight AlignmentAuthentic, Understanding-

FocusedDifferentiated

Instruction Teacher-CenteredMostly One-Size-

Fits-AllLow Alignment

Student ChoiceBetter Alignment Low PrepReactive Differentiation

Interest/Learning Profile Differentiation Prevail

Generally ProactiveDifferentiation

Generally Good AlignmentFlexible Grouping

High AlignmentRegularly Teaches UpStrong Readiness

DifferentiationRespectful Tasks

Leadership & Management

Compliance-FocusedRule-OrientedLow Trust of StudentsManages Kids

Some FlexibilityFollowing Rules Still

often TrumpsStudent Needs

Some Opportunity for FlexibleLearning

Carefully Plans & TeachesRoutines

Teacher Explains his/herThinking to Students, Seeks Student Input

Empowers Students toAssist in Varied Ways

Elicits Student Input on Improving Learning

Philosophy-GuidedStudent-CenteredLearning-OrientedFull Student-Teacher

PartnershipLeads Kids, Manages Routines

How to Ask the One-Legged Interview Question to Assess this Second View (Behavior):

“Think about the work we are doing in differentiation this year,

and how that is going for you. When you think about

differentiation and your efforts to differentiate your classroom, can you describe what you are doing

and how it is looking?”

Integrated

Refined

Routine

Mechanical

Preparation

Orientation

Nonuse


Tom Guskey’s Framework as Applied to Our Work:

Level 1--Reactions to the change: Excitement, Perceptions, Concerns

Level 2--Learning in the group: Knowledge and Skills acquired by the adults who are affected by the change

Level 3--Structural or organizational changes they are making: Climate work, school schedule changes, implementation adjustments to give the change support to “stick”

Level 4--Application of what they learned: If and how the adults began using the change in their classrooms

Level 5--Student impact: Impact on the learners in terms of their cognition, behavior, or feelings about school and/or learning

Moving from “Means” to “Ends:

•Usually happens as implementation progresses, and the expectation is on more sophisticated differentiation use

•The “ultimate” goal of working with adults is so the work yields student growth:

– Cognitive outcomes

– Affective outcomes

– Psychomotor outcomes

Initiation

Implementation

Institutionalization

Aligning Guskey’s Framework and the Two Views . . .

Level 1--Reactions to the change: Excitement, Perceptions, Concerns

Level 2--Learning in the group: Knowledge and Skills acquired by the adults who are affected by the change

Level 3--Structural or organizational changes they are making--school schedule changes, implementation adjustments to give the change support to “stick”

Level 4--Application of what they learned: If and how the adults began using the change in their classrooms

Level 5--Student impact: Impact on the learners in terms of their cognition, behavior, or feelings about school and/or learning

Where would you assess how

they are responding to

differentiation? How they are

working with it?


What are good conversations leaders can develop and conduct about differentiation?

• Think about a particularly effective conversation you had last year with a colleague.

• What were the elements of that conversation that made it so good?

We Want “Work Conversations” to:

Reinforce Effort Build Relationships Focus on Progress

120


Feedback vs. Conversations

“It won’t work . . . I don’t have time . . . I don’t understand . . . This isn’t

that important to me . . .”

121

The Dilemma:

Inconsistent feedback quality from the leader

Purposes are not aligned between the two people

Many feel as though they are being “persuaded”

122

A Workable and Adaptive Conversation Framework


Try the BIFOCAL Conversation Framework:

Make it safeDiscover the information

Interpret and speculate

Decide what to do

Plan for implementation

+Collaborative Optimistic Experimental

Let’s watch two teachers for different things . . .

• Jacob Hunter, Geometry

• Elizabeth Miley, Language Arts

Richardson High School, Richardson, Texas

Questions to Guide the Conversation:

•Open-ended

•Inquisitive

•“Learning” rather than “telling”

•“50/50”

Purpose Question


Right Now:

1) Divide into pairs or trios.

2) Look back at our general conversational framework in your notes.

3) Look at the conversation question suggestions from Lufkin ISD. Can you chart some questions that would work for you? Are there some better questions to ask?

Why will we be confounded about the differentiation implementation issues that pop up and what do we do about it?

What is at the CORE of the Difficulty People Have with Change?

You know, schools don’t really change. We hope that the adults within the

schools do, though!What is the difficulty they have with the

changes they face?1) Is it that they don’t have confidence in

the work you are asking them to do?2) Is it simply about personalities?3) Is it about some kind of

communication issue?

129


Anticipating resistance . . .

As people experience changes . . .

They begin to “self-assess” their own capabilities and their social standing in terms of the change.

They seek connections among the changes to rationalize the work.

They may begin to behave in what appears to you to be irrational behavior . . . But actually you can predict that behavior if you take the time!

131

Make the connection . . .Where is resistance “most likely?” Why?

132



Predict where you think resistance most likely will happen when thinking about the long-term commitment to something like differentiation. How

do a) work, b) communication, and c) personalities play into this?


133

Refocusing

Collaboration

Consequence

Management

Personal

Informational

Awareness


Management issues are related to time, schedules, materials, etc. Management issues are “good news, bad news”. It is only after management issues are resolved that the individual is more concerned about students than him/herself.

Understanding resistance better . . .

“The supreme happiness in life is the conviction that we are loved—loved for ourselves, or

rather, loved in spite of ourselves.”

--Victor Hugo

135


Can you hug a porcupine?

•What are porcupines really like?

•How are people like porcupines?

•Are there some basic understandings?» Learn the warning signs

» Don’t let your quills get the best of you

» Consider the person’s real needs and fears

What do we already know about the nature of

resistance?

Issue at school

Data to support it

Necessary change or improvement

Plans to initiate and implement the change

Completely logical, right?

Technical factors

Social factors

137

The Technical and Social Factors Collide:

Change

Technical Social

138


Mountview Middle School generally exhibits a spirit of collaboration, strong personal relationships, and investment in ideas and joint problem solving. Teachers are encouraged to be reflective about their work and to pursue personal goals. Yet over the past few years, the school has experienced a dramatic change in the demographics of their students and families. This has caused the principal to become concerned about how instructionally responsive the school is to its ever-changing population.

The principal and her leadership team explore possible solutions to the instructional issues, and choose differentiated instruction as their major change initiative. They put together a faculty meeting to share information, their research, and to launch the idea to the teachers. The principal carefully scripts her words to convey the “right” message.

The reaction of the teachers at that faculty meeting is not what was expected. Many complain about the “way” the meeting was conducted, objecting to the tone—more like a sales pitch than a sharing of information. Others feel insulted. Is this meeting an insinuation that they had been teaching “wrong” all these years?

139

1) Think about the technical and social factors.

2) Apply either/both to a real-life example you are experiencing.

3) Explain your “theory” to someone else at your table.

Can we actually be making it worse?

Holding a fixed mindset view of

resistance

Refusing to examine

resistance openly

Using our positions to try to force the change

Playing our own broken record

without listening

Being impatient without reason

Do any of these five somehow apply to you in certain situations?


Remember the Three Motivators?

142

143

• Guided support

• Independent practice

• Shared attempts and interactions

• Teaching and modeling

“I show you”

“We do together”

“You try with a

little help”

“You do on your

own”

-- Pearson and Gallagher, 1983, Wilhelm, 2001, Duke and Pearson, 2002

CONSULT

COACH

Because we feel an urgency, we

often move people TOO

QUICKLY from “learning about it” to “doing it

independently”.

TRAIN

So, you have to have the conversation . . .144


Checklist for your preparation:

1) Determine the location2) Think about timing3) Master body language4) Check for safety throughout5) Master your language:

– Suggestion– Recommendation– Expectation

The idea during the conversation is to reduce or eliminate inertia . . .

1) Think about “shifting” the person from a natural tendency to remain the same.

2) This can usually be accomplished by effective brainstorming, questioning, and a demand for goal setting.

The DANGER Zone:

147

Make it safeDiscover the information

Interpret and speculate

Decide what to do

Plan for implementation


Wording you say . . . What is that? Suggestion? Recommendation? Expectation?

Effective/Stronger?

Perhaps you might . . .

I would encourage you to . . .

A thought I have is . . .

Something you might want to . . .

“Even when you make the statement stronger, think about focusing on:

The work, not the person;A lack of power and position control; andA statement or question that requires a

commitment.”

148

A Reliable Conversation Strategy for Stubborn Resistance . . .

Follow “ABCD”:

1) Agree

2) Build

3) Compare

4) Determine

Take a moment to summarize your “drive aways” from our three days together. If you had to put your most important thought on a bumper sticker, what would it be?

150


Getting Started withDifferentiated Instruction

• Understand what you’re aiming for.• Make a plan (do something).• Bring the kids on-board so they can be your partners.• Develop effective routines.

PartSession

Understand what you’re aiming for.


Differentiation is not a set of strategies, but

rather a way of thinking about teaching &

learning.

Three Pillars of Effective Differentiation

Philosophy Principles Practices

Regarding diversity as

normal & valuable

Teaching & learning

focused on a growthmindsetAccepting responsibility

for maximum progressfor each learner

Recognizing & removing

barriers to equity ofaccess to excellence formarginalized learners

Environment as a catalyst

for learning

Foundation of quality

curriculum

Assessment to inform

teaching & learning

Instruction in response to

student needs indicatedby formative assessment

Leading & managing a

flexible classroom

Proactive planning to

address readiness, interest,learning profile

Instructional approachesbased on student needs

& nature of content

Teaching Up

Respectful Tasks

Flexible Grouping

Toml inson 2013

Because kids differ, differentiation advocatesclassrooms that are:

• Respectful

• Responsive

• Flexible

• Planned

• Shared

• Reflective

Those concepts should guideour thinking & planning


Make a plan.

(Do something.)

•In one class

Where the need is greatest

Where you feel most comfortable

•For brief time spans

•Without group work

•With part of the class

•At the end of a time block

•With low prep strategies

Some Low Prep Options for Differentiation

Small group Instruction

Choices of books

Homework options

Homework checkers

Use of reading buddies

Varied journal Prompts

Orbitals

Varied pacing with anchor

options

Student-teaching goal setting

Work alone / together

Whole-to-part and part-to-whole

explorations

Flexible seating

Varied computer programs

Design-A-Day

Varied Supplementary materials

Options for varied modes of

expression

Varying organizers

Let’s Make a Deal projects

Computer mentors

Think-Pair-Share by readiness,

interest, learning profile

Use of collaboration,

independence, and cooperation

Open-ended activities

Mini-workshops

Jigsaw

Negotiated Criteria

Explorations by interests

Games to practice mastery of

information

Multiple levels of questions


…teachers should be the number one learners in the classroom…A critical process is that educators teach their students how to learn. If this is true, then teachers need tomodel the learning process to make it come alive for the students.

I’m particularly pleased that I have continued to work on my craft of teaching byimplementing practices that are grounded in research and theory.

Differentiation is a goal in our middle school. This year, my team worked to differentiateassessments so students can show their understanding and mastery of a particularskill in ways that best suit their needs.

Now I would like to hone my ability to assign differentiated, skills-based homework.

Patel, P. (2015). Perspectives. AMLE Magazine, 2(9) p. 6

Learning to Differentiate, One Step at a Time, Over Time

The Unspoken Effect of Grades

For some students, the certainty of praise

and success in school has become a

drug; they continually need more.

For many other students, year upon year of

“not good enough” has eroded their

intellectual self-confidence and resulted in

a kind of mind-numbing malaise.

Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin, p. 15.


If the question is, “Do rewards

motivate students?”

the answer is,

“Absolutely! They motivate students

to get rewards.”

Zen And The Art of Public School Teaching by John Perricone • Publish America • p. 68

Principles of Effective Grading & Reporting

Principle #1

• It’s unwise to

over-grade

student work


Principle #2

Grades should be

based on clearly

specified learning

goals



Principle #3

Grades should be

criterion-based,

not norm-based

Principles of Effective Grading and

Reporting

Principle # 4

Data used for grading

must be valid (measure

what we intend to measure).

That is, the data must be free

of “Grade Fog.”

Common Sources of Bias and Distortion

Problems that can occur with the student

Lack of reading skill/language

Emotional upset

Poor health

Lack of testwiseness

Evaluation anxiety

Problems that can occur with the setting

Physical conditions – light, heat, noise, etc.

Problems that can occur with the assessment itself

Directions lacking or unclear

Poorly worded questions/prompts

Insufficient time

Misaligned with goals and/or instruction

Based on the ideas of Rick Stiggins


Grades are broken when zeros are used:

Zeros distort the actual achievement record

and can decrease student motivation to

learn.

There are, however, many fixes in the form of grading alternatives.

Schools/districts develop policies regarding these alternatives, then indicate to

their teachers which alternative(s) they can or should use in their classrooms.

A zero has an underserved and devastating influence so much so that

no matter what the student does, the grade distorts the final grade as

a true indicator of mastery. Mathematically and ethically this is

unacceptable. Wormeli, 2006, pp. 137-138

A Repair Kit for Grading by Ken O’Connor • Educational Testing Service, • p. 91-92

Zeros Cause Grade Fog

Whenever I hear statistics being quoted, I

am reminded of the statistician who drowned

while wading across a river with an average

depth of three feet.(McMann, 2003, np)

The mean can be very well named -- it is truly “mean” to students because it

overemphasizes outlier scores, which are most often low outliners. As we see

in the following case, the calculation of the mean can distort the final grade.

Ten assessments have been converted to percentage scores to calculate a final

grade:

91, 91, 91, 91. 91. 91. 91. 70. 91. 91

Total; = 889. Mean = 88/9. Final grade = B

This student performed at an A level, 9 times out of 10 and the 70 is clearly an

anomaly. But the grade as calculated in most schools would be a B.

A Repair Kit for Grading by Ken O’Connor • Educational Testing Service • p. 81-82

Assigning a Mean Can Cause Grade Fog


Reporting

Principle # 5

Grade later in the

learning cycle

rather than

earlier.


Some Possible Solutions

What About Report Cards?


Reporting

Principle # 6

When it’s time for

report cards,

practice 3-P

grading.

Achievement

on clearly

delineated

content goals

Habits of

mind and

work

Growth in

achievement

on clearly

delineated

content goals


1. Attach an explanatory checklist with the 3 Ps

2. Talk with parents during conferences about

the 3 Ps.

3. Send an e-mail with a completed template

reporting on the 3 Ps.

4. Have students keep records of their 3 Ps and

write a summary to parents.

5. Work to change the report card.

In any case, talk with your students consistently about the 3 Ps, their importance

in student development, and their interrelationships. Give 3P feedback.

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Leading for Differentiation: Growing the Teachers Who Grow the Kids

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