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Implementing Differentiated Instruction
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Implementing Differentiated Instruction
Abby Guinn
Jennifer Carolan
May 7, 2007
Agenda
1. Differentiation – “big picture”
2. Non-negotiables – video clip
3. Self- Assessment – school growth toward differentiation
4. Initiating systemic change
5. Staff development for differentiation
Students DataPlanning for
Curriculum and Instruction
Instruction
Differentiation Data-Driven Instruction +
Which instructional strategies work best for
these students?
How do I manage a classroom with a wide range of readiness levels, learning
styles and interests?
What have the students learned?
How do I manage student data?
What patterns do the data show?
How do I align curriculum with assessments?
1. Students have a common learning goal, but everything else about the learning process (time, materials, methods, grouping, assessments) is flexible.
2. Differentiation is based on effective and ongoing assessment of learner needs. Assessment is defined broadly as anything that provides feedback and understanding about each student’s learning needs and interests.
3. Flexible grouping in a differentiated classroom is used consistently and purposefully.
4. The school’s goal is to make sure each student feels challenged most of the time.
Key Principles
Non-Negotiables
High Quality Curriculum Clarity of Essential UnderstandingsAligned with state standards
Ongoing AssessmentFormal and informalPre-assessment, interim, formative, summative
Matching Instruction to StudentFlexible groupingVarying modes of presentation
Community BuildingModel respect for differencesBuild connections among studentsShared responsibility for learning
Differentiation misUnderstandings
NOT• oppositional to traditional instructional practices
• student free-for-all, lack of structure, chaotic
• competing with state standards
• IEP’s
School AssessmentDifferentiating Curriculum Early In-progress Advanced
1
Weekly time is carved out for teachers to collaborate and share their work. Administrators ensure teachers have common planning time used solely for discussing teaching and learning.
No scheduled time for teachers to collaborate and discuss teaching. Collaboration happens ad hoc, if at all.
Collaboration time is scheduled weekly, though not consistently used for teaching and learning. Teachers may need additional skills and training to engage in more meaningful discussions.
Weekly teacher collaboration sessions yield efficient, productive discussions around data, instructional strategies, and curriculum and planning.
2
Every grade/subject is guided by learning expectations articulated as clear concepts and essential understandings which are aligned to state standards and system/district goals.
No essential understandings exist. Textbooks dictate learning expectations. Curriculum is not fully aligned with state standards.
State standards provide foundation for learning, though not yet transformed into essential understandings and coherent curriculum in each grade and subject.
Learning expectations, articulated as essential understandings, are aligned to state standards and system/district goals. Essential understandings underpin a coherent and meaningful curriculum for every grade and subject.
3
Assessments are developed and aligned with essential understandings. School has adopted a culture of assessment. Assessment data is used to inform instructional decision-making.
Most classroom assessment is summative in nature and used for grading/accountability purposes instead of tool to plan and modify instruction.
Assessment may be frequent and varied, but unevenly applied. Efforts are underway to develop consistent assessments. Some teachers beginning to utilize assessment data to inform curricular and instructional decision-making.
Assesments are widely used throughout school and offer suggestions for students who have already mastered the pre-assessment/interim and for those needing remediation. Assessment data informs instructional decision-making.
4
A sequence of differentiated curricular units supporting attainment of essential understandings are developed for every grade and subject. Curriculum should demonstrate both structure and flexibility.
Isolated units of differentiated curriculum exist; if units are shared, it happens informally.
Schoolwide efforts are underway to develop differentiated curricular units aligned with essential understandings. System is in place for teachers to share curriculum (i.e. "Curriculum Tubs", online platform, "share the wealth").
Homegrown differentiated curricular units supporting attainment of essential understandings exist for every grade and subject; system is in place to share. All new teachers receive appropriate curriculum.
Differentiating Instruction Early In-Progress Advanced
5
In addition to whole-group instruction, teachers group students flexibly by readiness (ability), interest, learning profile and choice.
Most teachers' grouping is ad hoc rather than systematic.
Most teachers use systematic grouping weekly though lack variation between group types (ability, interest, lp). Students often find themselvse in the same group.
Most teachers use systematic, flexible grouping weekly. Group compositions change frequently.
6
Teachers vary modes of presentation to reach the range of learning preferences (written, visual, oral, hands-on, video, peer).
Most teachers consistently utilize only one mode of presentation.
Some teachers vary modes of presentation.
Most teachers consciously strive for and practice using varied modes of presentation. A school walk-thru reflects a range of presentation modes.
7
At times, students are given flexible options for the learning process while still focusing on the same essential understandings.
Most teachers do not incorporate learning process options.
Some teachers differentiate learning process, though mostly only for readiness (ability) differences.
In all classrooms learning process options are consistently offered for students in order to address differences in readiness (ability), lp and interest.
8
Formative assessments are consistently used by teachers to check for understanding resulting in adjustments made (both real-time and planning) to instruction.
Formative assessment is not an instructional strategy commonly used by schools' teachers.
Pockets of teachers consistently utilize formative assements to modify instruction.Teachers need more training in formative assessment strategies.
Varied and consistent use of formative assessment is practiced by all teachers. Formative assessments result in modifications to instruction.
9
Caring classroom environments that are safe, democratic, diverse and inclusive exist throughout school.
Some classrooms are caring, though many students feel excluded. School and teachers often overlook affective component of learning.
Many classroom environments are caring. Efforts are underway to develop social-emotional programs. Teachers share strategies for cultivating caring classroom environments.
Every classroom environment is caring- safe, democratic, diverse and inclusive. From the school mission statement to each classroom, affective component of education is emphasized and nurtured.
Staff Development Early In-Progress Advanced
10
Staff development attends to teachers' varied levels of expertise in differentiation.
No staff development for differentiation.
Staff development for differentiation has been offered as a single workshop(s) for all staff.
Staff development for differentiation attends to teachers' varied levels of expertise by offering choices (i.e. book club, conference, learning community) to address varying readiness levels and learning preferences.
11
Teachers are offered opportunities to see examples of differentiated classrooms.
No opportunities exist for teachers to observe differentiated classrooms.
Some teachers occasionally observe their colleagues during prep periods. Administrators encourage teacher observations, but no formal system in place.
Administrators provide release time for all teachers to observe differentiated classrooms, either in their own schools or nearby schools. Videotapes and/or digital examples of differentiated classrooms are readily available for teachers to view.
12System and school initiatives align with differentiation.
System and/or school initiatives compete with differentiation as a goal.
System and and/or school initiatives may complement differentiation (i.e. data-driven instruction), but links are not made explicit to staff.
System and/or school initiatives align and complement differentiation. Administrators make efforts to ensure staff understands how they are aligned and contribute to more responsive classrooms.
13
School leaders understand differentiation and model principles through staff interactions.
School leaders lack knowledge and understanding of differentiation.
School leaders understand differentiation, but may not know what it looks like in practice. School leaders do not always model differentiation with their staff interactions.
School leaders have a deep and functional knowledge of differentiation and model it through their staff interactions and staff development choices.
School Growth Toward Differentiation
Discussion
• Prioritize each section
• Share out “a-has” and challenges
1
2
3
4
Initiating Systemic Change
1. Mission Focus
2. Accurate Definition
3. Effective Leadership
4. Ongoing Professional Growth
Staff Development
Teachers' access to high-quality professional development has a direct affect on their ability to implement reforms in a way that
improves student achievement. – David Cohen
S t a ff D e v e l o p m e n t S t r a t e g i e s
1. Introductory Presentations 1. Targeted Classroom Observations 1. Curriculum Development 2. Classroom Observations (looking for readiness differentiation) 2. Mentoring to novice teachers 3. Videos (Examples) 2. Readings with discussions 3. Extended sessions on targeted 4. Readings with discussions 3. Curriculum Development with peers issues (grading/assessment) 5. Mentoring with “expert” 4. Advanced Workshops 4. Advanced Conferences/Readings 6. Coaching/Consultations 5. Specialists Workshops 5. DI coaching 7. Introductory Workshops (literacy, ELL, cultural) 6. Learning Communities with 8. Book Clubs 6. Coaching Consultations advanced peers in other schools 9. Reviewing Differentiated 7. Assessment groups (data groups) Curriculum Examples with Discussion 8. Group Lesson Study
Advanced
Novice
Expert
Differentiation Skills
Awareness of rationale for differentiation Assessment is summative only Able to identify foundational principles of
differentiation Use of multiple presentation modes &
materials Use of basic DI instructional strategies
(reading buddies, varies writing prompts)
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
Students feel valued by teacher and peers; reinforced by rules, routines and expectations
Develops creative and innovative assessment/grading
Designing differentiated lessons and units around key concepts/principles/skills
Differentiation becomes less systematic and more organic
Specialized approaches for specific learning needs
• Q and A
• Resources [email protected]
• Website: New Schools Community
• Toolkit: Copy sent to you upon request
Thank You!
Assessment, Assessment, Assessmentfor learning expectations
Informal C
hecks f
or
Understanding
Observa
tion/D
ialogue
Content –focu
sed
testing
Acade
mic
Prom
pts
Proje
cts/
Perfo
rman
ce T
asks
•“Dipstick” assessments
•Thumbs up/Thumbs
Down
•Mini-white boards
•Techie products
•Q and A
•Exit Cards
•Discussion
•Think/Pair/share
•Science Lab demonstration
•Debate
•Art exhibit
•Constitutional Convention Re-
enactment
•Portfolio
•Interview
•Traditional test/quiz
•Interim/benchmark assessments
•Standardized state tests
•Letter to the editor
•Prediction explanations
•Essay
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
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
B-day April 12
L/P SoccerKinesthetic SpellingIntrapersonal video games
Students
DifferentiatedInstruction
DA
TA
DATA
Differentiation
DA
TA
