4j Differentiation
Workshop- Session 1
Presented by- Elizabeth Hynes, Raquel Gwynn, Kathy Luiten, Marlee Litten,
and Kerri Sage
Goals for Today•Receive an overview of the key
components of differentiation
•Learn about pre-assessment, environment, and content as they apply to differentiated instruction
•Acquire tools to help with differentiation in the classroom
•Collaboration time with colleagues
Norms for Collaborative Work
•Equity of Voice
•Active Listening
•Safety to Share Different Perspectives
“To get through the hardest journey we need take only one step at a time, but we must
keep on stepping”
Chinese Proverb
Differentiated Differentiated InstructionInstruction
What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.
-Carol Ann Tomlinson
What is What is Differentiation?Differentiation?Differentiation can be defined as a way of teaching in which
teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.
Differentiation is a way of thinking about teaching and learning that seeks to recognize, learn about, and address the particular learning needs of each student. To that end, teachers use varied approaches to curriculum, instruction, and assessment.
Differentiation adapts what we teach, how we teach, how students learn, and how students show what they have learned based on the readiness levels, interests, and preferred learning modes of students.Tomlinson, C.; Brighton, C; Brimijoin, K.; Callahan, C.; Hertberg, H.; Moon, T.;
Canover, L.; Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse
classrooms: A review of literature. Journal for the Education of the Gifted, 27 (2/3), pp. 119-145
Why Differentiate?Why Differentiate?The number of English Language Learners in classrooms across the country is increasing. (Center for Immigration Studies, 2001). English Language learners face the daunting task of mastering complex subject matter even as they learn a new language.
The achievement gap for minority learners continues in schools across the country. (Haycock, 2001) Closing the achievement gap and increasing student achievement are a major goals of most school districts in our state.
Special education has moved steadily toward the goal of inclusive instruction for many students with disabilities. (U.S. Department of Education, 2006). This is based on the premise that ALL students are an important part of general education, both benefiting and benefitting from interactions with a wide variety of learners.
Our brightest students may be losing academic and motivational ground in classrooms ill-equipped to ensure that they, like other students, are expected to progress at least a year’s worth in an academic year. (Callahan, et al., 2000)
Video (Susan Bray)
Smart Goal
•S- specific, significant, stretching
•M- measurable, meaningful, motivational
•A- agreed upon, attainable, achievable, acceptable
•R- relevant, realistic, reasonable, rewarding, results
•T- timely, time-based, tangible, trackable
Pre-AssessmentPre-Assessment
Unless a teacher uses some form of pre-assessment to make decisions about instruction, students’ levels of readiness, interest, and learning profiles will remain untapped.
-Carol Ann Tomlinson
How is pre-assessment How is pre-assessment different from other different from other
assessments?assessments?Summative Assessments- Assessments OF learning
Formative Assessments- Assessments FOR learning
Pre-assessments- Assessments directing us where to start
Types and Frequency Types and Frequency of of
Pre-assessmentsPre-assessmentsReadiness- Prior to introduction of a new skill set or unit
Interest- One time, usually beginning of the year
Learning Profile- One time, usually beginning of the year
Affect- One time, usually beginning of the year
ReadinessReadiness
Readiness vs. Ability
Readiness levels vary over time, topic, and circumstance
Zone of proximal development
Student self efficacy
General cognitive proficiency
Prior learning and life experiences
Attitudes about school
Habits of mind
Readiness is influenced by:
A student’s knowledge, understanding, and skill related to a particular sequence of learning.
(Tomlinson, 2003)
Learning ProfileLearning ProfileThe ways in which we learn best as The ways in which we learn best as
individualsindividuals
Learning-Style preferences
Intelligence Preferences
Culture-Influenced Preferences
Gender-Based Preferences
The Categories of Learning Profile Factors:
InterestInterest By drawing on existing student
interest:Teachers help students realize that there is a match between school and their own desire to learn.
Teachers demonstrate the connectedness between all learning
Teachers use skills or ideas familiar to students as a bridge to ideas or skills less familiar to them
Teachers enhance student motivation
AffectAffect
Students emotions and feelings
How students feel about themselves, their work, and the classroom as a whole
Positive affect is more likely to support student learning than negative or neutral affect. (Given, 2002; Wolfe, 2001)
“All children can learn” does not mean “all children learn the same.” Furthermore, diversity is not merely about external characteristics. If
we’re really going to take this seriously, that means we start looking at diversity on the inside as well as diversity on the outside.
-Donald Reeves
Rate Yourselfgoing to the mall
teaching art
teaching math
driving in the snow
getting up in the morning
hearing an argument
riding on a plane
bright lights
not having enough time
having a schedule change
attending a district training
the IIPM model
listening to music
time with your family
being observed
Compare Results
At your table discuss-
What did you have in common?
What was different?
Think how this might also be true for your class
How might you use this in your class?
What might you ask them to rate?
Components of a Class Environment
Physical and visualFurniture, materials, sensory, wall space, etc.
Routines and expectationsOpening, large group, small group, etc.
AtmosphereSafe, inviting, active learning, respect, etc.
Activity-Building a differentiated class
environment
Find your sample class (Class A, B, or C)
Gather materials- poster paper, felt pens, etc.
Overview of activity
Activity- Part 1Physical/Visual
Look at your class description
Draw a physical layout of the room
Furniture and wall items
List materials you would have available
Activity- Part 2Routines/Expectations
List or create examples of specific routines you would establish in your class
List class expectations (may have more than one set based upon activities) that would help support a differentiated classroom
Activity- Part 3Atmosphere
Describe what someone would see when they visited your classroom that would show evidence of:
safety,
respect,
learning, and
inclusion of all students
Gallery Walk Guidelines
Take some post-its and a writing utensil with you
Post comments on displays regarding-
Observed connections to class needs
Questions or clarity needed
Creative ideas that meet student needs
ReadinessReadiness
Readiness vs. Ability
Readiness levels vary over time, topic, and circumstance
Zone of proximal development
Student self efficacy
General cognitive proficiency
Prior learning and life experiences
Attitudes about school
Habits of mind
Readiness is influenced by:
A student’s knowledge, understanding, and skill related to a particular sequence of learning.
(Tomlinson, 2003)
What information do What information do we already have?we already have?
EasyCBM benchmark data
Weekly/Unit assessments from the core
OAKS
Teacher observation and work samples
OAKS
EasyCBM Benchmark
Pre-Assessment
Unit Test
State
District
Grade Level
Classroom
Individual
Weekly Test
Examples of Pre-Examples of Pre-assessment for Readinessassessment for Readiness
Entry/Exit Cards
Quick Response
Walk arounds or observational notes
White boards
Walk through your Tool Kit
Pre-assessing Readiness
•Know where you want students to be (clear goals)
•Begin where they are
•Don’t assume that they are low in all areas if they are low in one area
•Keep groupings flexible
Sample Goal/Standard:Goal: To find the perimeter of two-dimensional shapes
3rd gr. Math 3.3- Determine and analyze properties of two-dimensional shapes, including perimeter
What are the nouns? Properties, two-dimensional shapes, perimeter
They tell us what concepts they need to know
What are the verbs? Describe, analyze
They tell us what skills they need to do
What are the verbs? Describe, analyze
They tell us what skills they need to do
Smart Goal
•S- specific, significant, stretching
•M- measurable, meaningful, motivational
•A- agreed upon, attainable, achievable, acceptable
•R- relevant, realistic, reasonable, rewarding, results
•T- timely, time-based, tangible, trackable
Homework
Identify a goal and the supporting standard that you will teach
Pre-assess for readiness
Group students based upon results
Write a brief description of each level based upon a sample student
A differentiated start, based upon assessment of the standards
+Differentiated goals based upon student
growth and the standards+
The use of research based instructional strategies in instruction of the skills
=