Differentiation*Pu#ng&students&at&the&center&of&everything&we&do&

A"Professional"Development"Workshop""for"District"97"Librarians"

Presented*by*Lauren*Blanford**and*Margaret*Janavicius*

Introduction*

Why*should*you*be*attending*this*workshop?*1.&Differen9a9on&is&good&

for&students!&&

2.&Differen9a9on&helps&us&

meet&our&district&goals&and&

Common&Core&standards&

District*97*Mission/Vision*Mission:!The&mission&of&Oak&Park&Elementary&School&District&97&is&to&guarantee*that*each*student*achieves*optimal*intellectual*growth&while&developing&socially,&emo9onally,&and&physically&through&a&system&dis9nguished&by:&

–  Exemplary&instruction*focused*on*each*student!–  Commitment*to*the*needs*of*a*diverse*population!–  Confident&students&challenged&to&be&educational*riskGtakers*

Vision:!Oak&Park&Elementary&School&District&97&will&be&na9onally&recognized&for&preparing&students&to&pursue&college&and&career&opportuni9es&through&purposeful*and*respectful&learning&experiences.&&&

(“Oak&Park&Elementary&School&District&#97:&About:&Mission,”&n.d.)&

Common*Core*Standards*

Common*Core*Standards!prescribe!differentiated!instruction:!“Instruc9on&should&be&differentiated:&good&readers&will&need&much&less&prac9ce&with&these&concepts&than&

struggling&readers&will.&The&point&is&to&teach*students*what*they*need*to*learn*and*not*what*they*already*know—to*discern*when*particular*children*or*activities*warrant*more*or*less*attention”&&(Na9onal&Governors&Associa9on&Center&for&Best&Prac9ces,&Council&of&Chief&State&School&Officers,&n.d.)&

Learning*Objectives*As*a*result*of*your*participation*in*this*workshop,*you*will*be*able*to:*

– Define&differen9a9on&–  Explain&the&benefits&of&differen9a9on&in&the&learning&environment&

–  Begin&to&iden9fy&learner&needs&based&on&readiness,&interests,&learning&

profiles,&and&affect&

– Apply&one&or&two&&differen9a9on&methods&to&meet&diverse&student&

needs&in&the&learning&environment&

Agenda*•  Introduc9on&• How&do&you&define&differen9a9on?&• Differen9a9on&Defini9on/Explained&•  Impact&of&Differen9a9on&

• Learner&Differences&–  Readiness,&Interest,&Learner&Profile,&Affect&

• Learner&Needs&Assessment&

• Differen9a9on&Methods&–  Content,&Process,&Products,&Environment&

• Class&Ac9vity&• Resources&• Conclusion&

Differentiation*DeNinition*

1.&How&do&you&define&differen9a9on?&&

2.&Have&you&used&or&experienced&differen9a9on&as&a&teacher,&student,&or&parent?&&&

3.&How&do&you&feel&about&it?&

Differentiation*DeNinition*“Differentiated*instruction*is*responsive*instruction.&It&occurs&as&teachers&become&increasingly&proficient&in&understanding&their&students&as&individuals,&increasingly&comfortable&with&the&meaning&and&structure&of&the&disciplines&they&teach,&and&increasingly&expert&at&teaching*Nlexibly&in&order&to&match*student*need&with&the&goal&of&maximizing*the*potential*of*each*learner&in&a&given&area”&(Tomlinson,&2003,&p.&2b3).&&

“[A]ssume*they*can*all*do*good*work,&and&let’s&adend&to&the&ways&that&they&need&us&to&teach&them&in&order&to&get&there.”&(Tomlinson&as&quoted&by&Rebora,&2008,&n.p.)&&

Differentiation:**A*Graphic**Model&Based&on&the&work&of&&

Carol&A.&Tomlinson&

CONTENT

!PRODUCTS

EN

VIR

ON

ME

NT

PR

OC

ES

S

Readiness

Interest A

ffec

t Profile

Learners

Pu#ng&students&at&the&center&of&everything&we&do&

Why*Differentiate?*

Key*educational*theories*support*the*need*for*differentiation:*

–  Zone*of*Proximal*Development&–&find&out&where&the&student&is&at,&teach&to&the&next&level&(Vygotsky,&1978)&

–  Constructivism&–&students&construct&new&knowledge&

based&on&prior&knowledge&and&experiences&&

–  Multiple*Intelligences*–&“educa9on&works&most&

effec9vely&for&most&individuals&if&these&differences&in&

menta9on&and&strengths&are&taken&into&account&rather&than&denied&or&ignored”&(Gardner,&1995,&p.&200)&

Why*Differentiate?**Quantitative*studies*demonstrate*positive*results*of*differentiation*implementation*

–  Drama9c&improvement&in&test&scores&&

–  Increased&student&engagement&

–  More&posi9ve&a#tudes&about&school&

–  Increase&in&college&adendance&&–  Increase&in&AP&sec9ons&–  Reduc9on&in&disciplinary&interven9ons&–  Reduc9on&in&dropouts&–  Reduc9on&in&socioeconomic&achievement&gap&&

(Beecher&&&Sweeny,&2008)&

(Tomlinson,&2008)&&

Learner*Differences*

1. Readiness&&2.  Interest&3.  Learning&Profile&4. Affect&

Readiness*

“The&current&knowledge,&understanding,&and&skill&level&a&student&has&related&to&a&par9cular&sequence&of&learning”&(Tomlinson&&&

Strickland,&2005,&p.&6)&

Different*from*ability:&“Readiness&is&not&synonymous&with&ability;&rather,&it&reflects&what&a&

student&knows,&understands,&and&can&do&today&in&

light&of&what&the&teacher&is&planning&to&teach&

today”&(Tomlinson&&&Strickland,&2005,&p.&6).&

Readiness*

We*should*start*with*the*mindset*that*all#students#are#able,#but#they#might#not#be#ready#

“Differen9ated&instruc9on&assumes&a&more&

posi9ve&mindset:&&let’s&assume&they&can&all&do&

good&work,&and&let’s&adend&to&the&ways&that&

they&need&us&to&teach&them&in&order&to&get&

there”&(Tomlinson&as&quoted&in&Rebora,&2008,&

n.p.)&

Interest*

“What&a&student&enjoys&learning*about,&thinking*about,&and&doing”&(Tomlinson&&&Strickland,&2005,&

p.&6).&

The&more&students&are&interested,&the&

more&they&are&mo9vated&to&learn&

Learning*ProNile*“A*student’s*preferred*mode*of*learning”&(Tomlinson&&&Strickland,&2005,&p.&6)&

–  Refers&to&how&we&process&informa9on&

–  Relates&to&the&efficiency&of&learning&(when&students&are&learning&something&brand&new&–&easier&if&they&are&learning&within&their&learner&preference&b&but&we&also&want&students&to&stretch&b&&give&them&a&task&in&a&new&style)&

Learning*Styles:&Visual/Auditory/Tac9le/Kinesthe9c&

Gardner’s*Multiple*Intelligences:&Linguis9c,&Scien9fic&(logical/mathema9cal),&Spa9al,&Musical,&Kinesthe9c,&Interpersonal,&Intrapersonal,&Naturalist&

Affect*

How*students*feel*in*the*learning*environment&directly&influences&their&ability&to&learn&

Be&inten9onal&in&crea9ng&an&environment&in&which&students&feel&welcome,&comfortable,&safe,&and&ready*

Seizing*Opportunities**

ThinkGPairGShare*

What*do*you*think?*1.  How&can&we&iden9fy&the&

needs&of&learners&in&the&

library?&Write&down&a&

couple&of&ideas.&&

2.  Share&your&ideas&with&the&person&next&to&you.&

3.  Choose&a&favorite&to&share&with&the&group.&&

Assessment*Ideas*Readiness&determined&by&needs*assessment&&

–  Prebtest&–  Entrance&cards&–  Prior&performance&

–  Forma9ve&assessments&

Interest&determined&by&interest*assessment*–  Survey&–  Anecdotal&evidence&–  Including&students&in&the&planning&process&

Learning*ProNile&determined&by&preference*assessment*

–  Learning&Style&inventories&

Assessment*Ideas*See*students*as*“real*individual*human*beings”*

Create*connections*with*students:&talk,&listen,&pay&aden9on&(e.g.,&book&checkouts),&iden9fy&interests&(e.g.,&genre&preferences)&&

Learn*from*classroom*teachers*

Keep*notes&on&student&preferences&

Conduct*surveys*

Collaborate*with*teachers*to*create*exercises*with*choice&(that&offer&op9ons&to&diverse&preferences)&(Tomlinson,&2008)&

Differentiation*Methods*

1.  Content&2.  Process&3.  Products&4.  Environment&

Content*

Vary&the&complexity&and&nature&of&content&being&taught&

“The&complexity&of&what&students&are&to&know;&it&is&directly&influenced&by&the&level&of&materials&

they&access&to&learn.”&(Kingor,&2004,&p.&109)&

Assign&respectful*tasks&(engaging,&important&

work&that&requires&thinking)&to&all&students&

Essen9al&ques9ons&should&cross&content&levels&

Content*

In*the*Library:*Offer*wide*range*of*materials*to*support*all*learners*

–  Topic&explora9ons&to&build&background&knowledge&

– Variety&of&resource&types&at&varying&levels&of&difficulty&and&sophis9ca9on&in&many&formats&(audio,&text,&digital)&and&across&subject&areas&

– Diverse&collec9on&that&reflects&demographics&of&the&school,&wide&range&of&genres&and&interests&

–  Pathfinders,&reading&lists&to&support&instruc9on&(Koechlin&&&Zwann,&2008)&

Process*

“How#students&use&key&skills&and&relate&ideas&as&they&make&sense&of&the&

content”&(Kingor,&2004,&p.&109)&

Vary*instructional*strategies:&Many&

ways&to&get&there,&which&one&will&you&

choose?&

Process*

1.  Flexible&grouping*&2.  Tiered&assignments*&

3.  Graphic&organizers*&4.  Curriculum&compac9ng&&

5.  Learning/interest&centers&6.  Independent&studies&7.  RAFTs&8.  Anchor&ac9vi9es&

Flexible*Grouping*

Class*Exercise:&To&demonstrate&flexible&

grouping&

MANY*different*ways*to*group&based&on&similar&OR&different&styles,&intelligences,&

readiness,&and&interest&

Tiered*Assignments*

Address*a*range*of*learning*needs*by&modifying*the*complexity*of&ac9vi9es&and&assignments&

– Offer&differing&levels&of&content&

– Modify&requirements&

– Assign&tasks&to&individuals&or&groups&based&on&readiness&

Graphic*Organizers*

Allow&for&deeper*processing,*higher*level*thinking&(compare/contrast&&&analyze)&

Offer&many&different*types*of*organizers*

Offer&different*types*of*support&for&comple9ng&organizers&

Products*

“The&result"of&content&and&process;&it&is&what*students*create&to&demonstrate&and&

extend&what&they&learned.”&(Kingor,&2004,&

p.&104)&

Allow&students&to&demonstrate&learning&in&many&

ways&(ar9s9cally,&verbally,&musically,&etc.)&

Chuck*Close*“There*were*teachers*and*mentors*all*along*the*way*who*believed*in*me.**

In&grade&school&I&couldn’t&remember&names&and&dates&in&history&class,&so&instead&I&made&a&tenbfootblong&illustrated&map&of&Lewis&and&Clark’s&expedi9on.&&

I&put&it&up&on&the&wall,&and&the&teacher&realized&that&I&wasn’t&goofing&off&but&was,&in&fact,&interested&in&the&material&and&gave&me&extra&credit&to&make&up&for&my&poor&performance&on&tests&and&papers”&(Close,&2012,&p.&7)&

Environment*

The*way*the*classroom*feels*and*functions&(space,&9me,&materials,&a#tude&b&flexible,&respectul,&posi9ve,&safe)&&

“Another&thing&I&look&for&is&a&sense&of&community&in&the&classroom.&Has&the&teacher&pulled&this&class&together&as&a&team?”&(Tomlinson&as&quoted&in&Rebora,&2008,&n.p.)&

Differentiation*Exercise*

1.  Divide&into&3&groups&2.  Read&assignment&and&classroom&profile&

3.  Brainstorm&methods&of&differen9a9ng&

curriculum&or&instruc9on&by&adap9ng&the&

content,&process,&or&products&of&the&lesson&

4.  Share&with&the&class:&–  Which&is&your&favorite&differen9a9on&idea?&&

–  How&would&that&approach&help&this&student&group?&

Differentiation*Exercise*Scenario:&The!7th!grade!Language!Arts!teacher!comes!to!you!for!help!with!an!assignment.!Instead!of!doing!the!traditional!book!report,!she!would!like!to!offer!students!a!more!engaging!assignment.!!!The&class&has&20&students&of&mixed&readiness,&interest,&and&learning&profiles.&

–  Ten&of&the&students&are&proficient&readers&at&grade&level,&6&are&reading&above&grade&level,&and&4&are&reading&below&grade&level.&&

–  There&are&11&boys&and&9&girls&in&the&class,&all&English&speaking.&&&–  No&IEPs,&but&2&students&have&minor&speech&difficul9es,&and&several&

students&have&trouble&spelling.&&&

–  Several&students&play&instruments,&perform&in&school&theatrical&produc9ons,&and&par9cipate&in&school&art,&robo9cs,&and&film&clubs.&&&

Task:&In&a&group&of&2b3,&brainstorm&methods&of&differen9a9ng&curriculum&or&instruc9on&by&adap9ng&the&content,&process,&or&products&of&the&lesson.&&&

–  Which&is&your&favorite&idea?&&&

–  How&would&that&approach&help&this&student&group?&&Be&prepared&to&share&your&idea&with&the&class.&

Differentiation*Exercise*

Content*– Vary&reading&level&of&books&– Access&differing&types&of&source&materials&(e.g.,&primary&and&secondary)&

Process*– Allow&students&to&work&in&pairs,&based&on&interest&or&book&selec9on&

– Provide&graphic&organizers&– Offer&varying&types&of&coaching&

Differentiation*Exercise*

Product&&– Create&a&podcast&(auditory&learners)&&– Create&a&playlist&for&the&character&(musical/auditory&

learners)&

– Create&a&movie*trailer&(visual/auditory&learners)&– Design&a&tattoo&for&the&main&character&(visual/ar9s9c/

spa9al&learners)&

– Create&a&trading*card&for&a&character&(visual/ar9s9c/spa9al&learners)&

– Build&a&Wordle&or&collage&(visual/ar9s9c/spa9al&learners)&– Write&a&letter&to&the&author&(linguis9c)&

Resources*

1.  Annotated&bibliography&2.  Graphic&organizers&3.  Differen9ated&lesson&

plan&template&

4.  Tiered&lesson&plan&(math)&

5.  Wri9ng&BINGO&card&

Questions?*

What&questions&do&you&have&

regarding&

differentiation?!&

Closing*

From*Tomlinson:&&“The&truth&is,&we&will&never&

really&do&all&each&child&needs&

us&to&do.&A&simultaneous&

truth&is&that&the&first&truth&is&

no&reason&to&stop&

trying.”&(2003,&p.&22)&&

Exit*Cards*

Please*take*a*moment*to*respond*to*the*following*questions:*

1. What&did&you&learn&about&differen9a9on&today&

that&you&can&apply&in&your&school&library?&

2. How&might&its&use&enhance&student&learning?&&

References*Bashinski,&S.&M.&(2002).&PBS&Teachers&|&PBS&Teachers.&Early&Childhood.&Adap9ng&the&Curriculum.&PBS"Teachers.&Retrieved&from&hdp://www.pbs.org/teachers/earlychildhood/ar9cles/adap9ng.html&

Beecher,&M.,&&&Sweeny,&S.&M.&(2008).&Closing&the&achievement&gap&with&curriculum&enrichment&and&differen9a9on:&One&school's&story.&Journal"of"Advanced"Academics,"19(3),&502b530.&&

Close,&C.&(2012).&Chuck"Close:&Face"book.&New&York:&Abrams&Books&for&Young&Readers.&

Differen9a9on&Module.&(n.d.).&The"Access"Center:"Improving"Outcomes"for"All"Students"KJ8.&Retrieved&from&hdp://www.k8accesscenter.org/training_resources/differen9a9onmodule.asp&

Doubet,&K.&(Presenter).&(n.d.).&Tips"for"designing"tasks"that"challenge"students"at"different"readiness"levels"and"scaffolding"for"HS"students&[Video&file].&Differen9a9on&Central:&Video&archive&2bdifferen9a9on&central.&Retrieved&from&hdp://differen9a9oncentral.com/videos2.html&

Educa9onal&Broadcas9ng&Corpora9on.&(2004).&Workshop:&Construc9vism&as&a&paradigm&for&teaching&and&learning.&Retrieved&from&hdp://www.thirteen.org/edonline/concept2class/construc9vism/index.html&

References*Ferlazzo,&L.&(2012).&Response:&Several&Ways&To&Differen9ate&Instruc9on&b&Classroom&Q&A&With&Larry&Ferlazzo.&EducaOon"Week"Teacher.&Retrieved&from&hdp://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/response_ways_to_differen9ate_instruc9on.html&

Gardner,&H.&(1995).&Reflec9ons&on&mul9ple&intelligences.&Phi"Delta"Kappan,"77(3),&200.&&

Ito,&T.&(2011,&January&6).&Carol"Tomlinson"on"seizing"opportuniOes&[Video&file].&ASCD&edge:&A&professional&networking&community&for&educators.&Retrieved&from&hdp://edge.ascd.org/_CarolbTomlinsonbonbSeizingbOpportuni9es/video/1487804/127586.html&

Kingore,&B.&W.&(2004).&DifferenOaOon:"Simplified,"realisOc,"and"effecOve:"How"to"challenge"advanced"potenOals"in"mixedJability"classrooms.&Aus9n,&TX:&Professional&Associates&Publishing.&

Kingore,&B.&W.&(2007).&Reaching"all"learners:"Making"differenOaOon"work.&Aus9n,&TX:&Professional&Associates&Publishing.&

Koechlin,&C.,&&&Zwann,&S.,&(2008).&&Everyone&wins:&Differen9a9on&in&the&school&library.&Teacher"Librarian,"35(5),&p.&8b13.&

References*Na9onal&Governors&Associa9on&Center&for&Best&Prac9ces,&Council&of&Chief&State&School&Officers.&(n.d.).&Common&Core&State&Standards&Ini9a9ve&|&Reading:&Founda9onal&Skills&|&Introduc9on.&Common"Core"State"Standards&IniOaOve.&Retrieved&from&hdp://www.corestandards.org/ELAbLiteracy/RF/introduc9on&

Oak&Park&Elementary&School&District&#97:&About.&(n.d.).&Oak"Park"Elementary"School"District"97.&Retrieved&from&hdp://www.op97.org/about/index.cfm&

Prac9cally&Paradise.&(2009).&Differen9ated&Instruc9on&workshop&«  Prac9cally&Paradise.&School"Library"Journal.&Retrieved&from&hdp://blog.schoollibraryjournal.com/prac9callyparadise/2009/06/15/differen9atedbinstruc9onbworkshop/&

Rebora,&A.&(2008).&Educa9on&Week&Teacher&Professional&Development&Sourcebook:&Making&a&Difference.&EducaOon"Week.&Retrieved&from&hdp://www.edweek.org/tsb/ar9cles/2008/09/10/01tomlinson.h02.html&

Resources&b&Differen9a9on&Central.&(n.d.).&DifferenOaOon"Central.&Retrieved&from&hdp://differen9a9oncentral.com/resources.html&

Tomlinson,&C.&A.&(2003).&Fulfilling"the"promise"of"the"differenOated"classroom:"Strategies"and"tools"for"responsive"teaching.&Alexandria,&VA:&ASCD.&

References*Tomlinson,&C.&A.,&Brimijoin,&K.,&&&Narvaez,&L.&(2008).&The"differenOated"school:"Making"revoluOonary"changes"in"teaching"and"learning.&Alexandria,&VA&:&ASCD.&&

Tomlinson,&C.&A.,&&&Imbeau,&M.&B.&(2010).&Leading"and"managing"a"differenOated"classroom.&Alexandria,&VA:&ASCD.&&

Tomlinson,&C.&A.,&&&Strickland,&C.&A.&(2005).&DifferenOaOon"in"pracOce:"A"resource"guide"for"differenOaOng"curriculum,"grades"9J12.&Alexandria,&VA:&ASCD.&

Vygotsky,&L.&S.&(1978).&Mind"in"society:"The"development"of"higher"psychological"processes.&M.&Cole&(Ed.).&Cambridge,&MA:&Harvard&University&Press.&