basich staff talk
DESCRIPTION
Explanation of findings from studyTRANSCRIPT
Differentiation: Theory into Practice
Abby Guinn
Jennifer Carolan
April 4, 2007
Differentiation:
a systematic approach to planning curriculum and instruction for academically diverse learners Tomlinson, 1999
Multiple
Intelligences
Howard Gardner
Lev Vygotsky ZPD
Theory
Jean Piaget
Motivation
Theories
Robert
Sternb
erg
Thinki
ng Sty
les
Wiggins and
McTighe
Assessment
Differentiation An Approach to
Teaching
Why Differentiate?
1. Maximize the potential of each student
2. One size doesn’t fit all
3. The world is “flat” and demands different types of skills
Shift Happens
The reality of differentiation
Jennifer’s Study:• 4 master teachers• High performing district
• Interviews – 1.5 hours/teacher
• Observations – 2 hours/teacher
• 8th grade• Breadth – math, social studies, language arts, history classes
Abby’s Study:• 1 master teacher• High performing district
• Interviews – 4 hours
• Observations – 5 hours
• 6th grade• Depth – one history class
Our Studies
Teachers’ Differentiation in Practice is
Dynamic and
Complex
Teaching Variables
Teacher’s personal style and preferences
Curricular Resources Available
State Standards
Classroom Environment
Flexible grouping
ELL
Advanced
Learners
Special Need
Students
Student Interests
Student Diversity
Scheduling/Time Constraints
Classroom Management issues
Assessment
School Goals
Student Choice
MI
Readiness
Differentiation
AdvancedBeginner
ExpertNovice
Differentiation skills develop over time
Awareness of need for differentiation
Assessment is summative
Able to identify key features and principles
Use of multiple presentation modes & materials
Differentiation for one student trait (readiness/lp/interest)
Varied approach to student assessment
Consistent use of assessment for instructional planning (formative)
Differentiating by readiness/lp/interest within a single learning experience or brief sequence of lessons
Develops creative and innovative assessment/grading
Designing differentiated lessons and units around key concepts/principles/skills
Differentiation becomes less systematic and more organic
Differentiation is not either/or
Traditional Differentiated• Whole class direct instruction dominates• Summative Assessment• Focus on Verbal-Linguistic
• F
•Multiple instructional strategies used•Flexible Grouping• Formative Assessment• Curriculum taps multiple intelligences
What expert differentiators say about differentiation in practice. . .
I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D
When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D
Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly.
Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there.
- Mrs. Y
It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D
Keys to Getting Started
High Quality Curriculum Clarity of Essential Understanding
Know your studentsObservationContinuous Assessment
Instructional StrategiesFlexible Grouping StrategiesMultiple Instructional StrategiesCoaching
Community BuildingModel respect for differencesBuild connections among students
Problem-Solving Challenges to Differentiation
Challenges Insights after watching video/potential suggestions
Differentiating Curriculum
Differentiating Assessment
Lesson TemplateGoal:_____________________________________________ __________________________________________________ Essential Understandings:
Knowledge: Skills:
Evidence of Learning
Assessments:
Learning Plan
Activities:
Co
nte
nt
Pr
od
uc
t P
ro
ce
ss
Consistent for all students
Ideal areas for differentiation
May be differentiated
Tic-Tac Toe Board
Activity
Easy
intrapersonal
Activity
Musical
Activity
Challenging
logical
Activity
spatial
Core Concept
Required
Activity
logical
Activity
Challenging
kinesthetic
Activity
linguistic
Activity
Easy
linguistic
Tiered Lesson on Patterns
Grade KGoal: Scientists classify by patterns
Students use carpenter aprons to collect “data” (leaves) through a nature walk
Task 1: Classify leaves
•By size
•By color
Task 2: Classify leaves
•By shape
•Create a category
Task 3: Find 3 ways each
leaf could be classified -
other than color
Pre-made grid w/ categories
Sample grid – students create own grid
Students decide how to show categories and content
Tiered Scaffolding
What zone am I in?
Too EasyToo Easy•I get it right away
•I already know how
•This is a cinch
•I’m sure to make an A
•I’m coasting
•I feel relaxed
•I am bored
No big effort necessary
Just Right/On Just Right/On TargetTarget
•I know some things
•I have to work
•I have to think
•I have to persist
•I hit some walls
•I’m on my toes
•I feel challenged
Effort leads to success!
Too HardToo Hard
•I don’t know where to start
•I can’t figure it out
•I am spinning my wheels
•I’m missing key skills
•I feel frustrated and angry
•This makes no sense
Effort doesn’t pay off
Learner Cards
Hugo Serrano
Math 76% 2 older brothersELA 83% single parent ERB 5.0 bee sting allergy
April 12
L/P SoccerKinesthetic SpellingIntrapersonal video games