Differentiation is not a set of strategies, but rather a ... · Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning. Differentiation

Copyright 2012 Carol Tomlinson 1

Differentiating Instruction An ASDN Webinar Series

Session # 2 Differentiation and the Curriculum/Assessment Connection

November 15, 2012 Carol Ann Tomlinson William Clay Parrish, Jr. Professor Curry School of Education University of Virginia

Differentiation is not a set of strategies, but

rather a way of thinking about

teaching & learning.

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 students in the work of learning Absolute clarity about a powerful learning destination Persistently knowing where students are in relation to 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

THE HALLMARK OF EFFECTIVE TEACHING

Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together

1 Quality DI Environment

Begins with a growth mindset, moves

to student-teacher connections, &

evolves to community.


Effective implementation of the Common Core

calls on teachers to practice with a growth

mindset—with the firm conviction that every

student is both worthy of complex curriculum

and capable of complex thought—and with

the conviction that when a student is unsuccessful,

teachers are capable of helping the student get

back on track.

2 Quality DI Is rooted in meaningful curriculum*

(goal clarity, engagement, understanding).

*Key intersection with Common Core

There is no textbook or set of

standards, or collection

of instructional strategies

that can substitute for a

teacher’s belief in and

connection with students…

Everything teachers do speaks of

their degree of belief in and regard for

students--& that shapes everything in

the classroom!


An analysis of state and national content standards

yielded a total of 255 standards and 3,968

benchmarks students are expected to learn.

The researchers calculated that if students spent 30

minutes on each benchmark (and many require much

more time for mastery, it would take nine additional

years of school for students to “learn” them.

No wonder teachers and students feel swamped!

Teachers are in desperate need of a way to make

order out of the chaos--and students in desperate need

of a way to make meaning of what is put before them.

Marzano and Kendall, 1998--cited in Tomlinson & McTighe (2006). Differentiated Instruction &

Understanding by Design: Connecting content & kids. Alexandria, VA: ASCD, pp. 24-25.

Curriculum Races Are Not Brain-Friendly

CURRICULUM

I’ve got stuff to cover!!

David Sousa 2011

QUALITY CURRICULUM:

THE SHORT VERSION

Engagement + Understanding

(sense & meaning) = Success

Does this connect to

my life? (Engagement)

Do I get how this works?

(Understanding)


Common Core emphasizes engagement and understanding, and requires “teaching up.”

However we conceive it, every lesson plan should be, at its plan at its

heart, motivational plan. Young learners are motivated and engaged by a

variety of conditions. Among those are:

novelty

cultural significance

personal relevance or passion

emotional connection

product focus

choice

the potential to make a contribution or

link with something greater than self

Tomlinson • 2003 • Fulfilling The Promise...


Environmental stimulus most likely to get brain’s attention is?

NOVELTY! How do we describe it?

The unexpected. Anything the brain perceives as not fitting the pattern of

its current environment

Teachers Must Distinguish

Between:

Enduring

Understandings

Important to Know and Do

Worth Being Familiar With


Planning a Focused Curriculum Means –At the Very Least—Clarity About What

Students Should …

KNOW – Facts

– Vocabulary

– Definitions • UNDERSTAND – Principles/

generalizations

– Big ideas of the discipline

• BE ABLE TO DO –Processes

–Skills

KNOW

Facts, names, dates, places, information

• There are eight continents

• Winston Churchill

• 1066

• The Nile River

• The multiplication tables

• Procedural information (how to…)


BE ABLE TO DO

Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)

Verbs or phrases (not the whole activity)

– Analyze – Solve a problem to find perimeter – Write a well supported argument – Evaluate work according to specific criteria – Contribute to the success of a group or team

– Use graphics to represent data appropriately

UNDERSTAND Essential truths that give meaning to the topic Stated as a full sentence Begin with, “I want students to understand THAT…”

(not HOW… or WHY… or WHAT)

– Multiplication is another way to do addition. – People migrate to meet basic needs. – All cultures contain the same elements. – Entropy and enthalpy are competing forces in the natural world. – Voice reflects the author. – Rhythm organizes time and energy of sound & silence.

Essential Understandings:

Students will understand that...

...angles are measures of turning.

...measurement is a way of describing the world numerically.

...units of measurement give us a standard way of describing the world.

Essential Questions:

How can we describe the world around us? (How can we use numbers

to describe the world around us?)

Why do we measure?

How do we measure turns?

EUs and EQs for a Math Unit on Angles

Matthew Reames


Fifth-Grade Science

• Concept: Cause and effect

• Lesson Topic: States of Matter

• STUDENTS WILL UNDERSTAND THAT…

– …science is governed by cause and effect relationships (Course)

– …temperature affects/determines the state of matter (lesson)

• STUDENTS WILL KNOW

– Definitions of atoms and molecules

– The states of matter

– The arrangement and movement of molecules in each state of matter

• STUDENTS WILL BE ABLE TO

– Illustrate the arrangement of molecules in each state of matter

– Describe how temperature affects the state of matter

– Evaluate how temperature affect the state of matter of a given object

Madison County, VA Teachers, ‘07

History Example • Concept: Perspective

• Lesson Topic: World Leaders

• Understand: We can figure out what leaders are like by perceiving their

words and actions.

Different people may perceive the same leader in different ways.

• Know: Important national and world leaders; different biographical

facts and contributions of different leaders

• Do: – Describe a national or world leader.

– Distinguish how that leader would appear from 2 different groups’ perspectives

– Analyze the effects of perspective on description

If we don’t know with good precision where

we’re trying to go with our students and how

we’ll get them all there,

The odds are, we’ll miss the target!!


Oil & Water

A steady diet of

worksheets, lectures,

extended drill out of

context,

& “covering”

curriculum

is incompatible

with the goals of

Common Core.

It promotes neither

engagement

nor

understanding…

Teaching and Learning for Understanding

Acquire important

knowledge and skills

Make Meaning of “big ideas”

Transfer learning to new

situations

Wiggins & McTighe 2011

They establish clear learning goals

Allow us to align goals, assessments, teaching,

and learning tasks

They allow us to incorporate standards AND make

meaning for students (Common Core calls on students

to work with Ks, Us, and Ds—and to integrate them.)

They give us a basis for differentiation.

Who needs which K’s & D’s

How we ensure that every student gets

meaningful access to the U’s

They tell us what strugglers should invest in

They give us a platform for extending for advanced

students


TASKS:

Clear KUDs

Require careful thought

Focus on understanding

Problems to solve/Issues to address

Use key knowledge & skills to explore,

or extend understandings

Authentic

Require support, explanation, application,

evaluation, transfer

Criteria at or above “meets expectations”

Require metacognition, reflection, planning,

evaluation

New World Explorers

KNOW • Names of New World Explorers • Key events of contribution UNDERSTAND

• Exploration involves – risk – costs and benefits – success and failure

Do • Use resource materials to illustrate & support ideas

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


Counting/Math Center

Task 1 Find a way to count and show

how many people are in our class

today.

How did you get your answer?

Task 2 Find a way to show how many

people are in our class.

How many absent today?

How many are here today?

How do you know?

Task 3 Find a way to show how many

boys are in our class today.

How many boys are absent today?

How many girls are here today?

How many girls are absent today?

Prove you are right.

Grade K

Counting (Skill)

As a result of this lesson,

students should:

Know:

Counting

More/Less

Understand:

I can talk about how I am

thinking.

I can make a plan to help me

count things.

Be Able to:

Count

Show results

Explain a plan for counting

The Voices in my Head…

Yes, but…

I’d need to

know more

about…

This could be good

because…

3 Quality DI

Is guided by on-going assessment (for

planning and feedback—not grades).


Effective implementation of the Common Core is highly dependent on a teacher’s knowledge of the sequence of knowledge, skill, and understanding required for student success with a standard—and on the teacher’s awareness of each student’s current level of proficiency with the knowledge, skill, and understanding required for success with a standard. In other words, effective use of Common Core requires effective use of formative assessment for instructional planning and to guide students’ ability to contribute to their own growth and success.

• What’s the learning target (KUDs)?

• What prerequisite skills am I assuming students have?

• Where is everyone in relation to the KUDs (& prerequisite skills)?

• What am I going to do with the information I get to move everyone forward—in UNDERSTANDING as well as knowledge & skills? • How will I keep track of everyone’s progress? • How can I involve student in more fully understanding & investing in their growth? • How can assessment help students better understand how DI works and how they can best contribute to their own success?

Clarity with each of these elements is VERY important for effective planning.


Where should students be right

now? (KUDS)

Next Step?

What tools?

Assessment

Instructional Sequence

Strategies/Mgmt small group instr. contracts tiering varied homework varied resources giving directions monitoring movement etc.

Who’s where?

Assessment for Instructional Planning

Preassessment

Formative assessments

Summative assessment

Learning objective


High School Biology Interest Survey

Directions: I’ll be a better teacher for you if I understand some of your interests. In each

box below, place an interest of yours. Write briefly about how you are involved with that

interest. Note also any ways you can think of that the interest might connect with science.

Interest: Experience w/ it?: Connection w/ Science?

Interest: Experience w/ it? Connection w/ Science?

Interest:

Experience w/ it?

Connection w/ Science?

Interest:

Experience w/ it?

Connection w/ science?

Example of a brief secondary interest pre-assessment.

Directions: Complete the chart to show what you know about fractions.

Write as much as you can.

Definition Information

Examples Non-

Examples

Fraction

Useful for pre-assessment & formative assessment of readiness in many grades & subjects

Learning Profile Pre-Assessment


Learning Profile Pre-Assessment 1. Favorite subjects in school =head color and body color • Math-purple

• Science-red

• Reading-blue

• Writing-orange

2. Least favorite subjects in school=hair color (you can design fun hair)

3. If you are a boy, use shorts. If you are a girl use the pants. Make the color pants with your favorite color.

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA

Learning Profile Pre-Assessment 4. Strongest multiple intelligence area=shirt color • intrapersonal-white

• Interpersonal-red

• Musical-blue

• Kinesthetic-black

• Logical mathematical-yellow

• Verbal/linguistic-purple

• Visual/spatial-orange

• Naturalist-green

5. Learning preference =shoe color • Visual-white

• Auditory-black

• Kinesthetic-brown

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA

Learning Profile Pre-Assessment 6.If you prefer to work alone on project , put on stripes. If you

prefer to work in groups, draw polka dots on your shirts. 7. If you like to be challenged and learn new and difficult

things, design a hat for your self.

From Mr. Wasserman’s 5th grade classroom Henrico County Schools, VA


Mesopotamia

Geography

Economy

Lifestyle Select 2 and

explain how they

are connected

What’s the understanding

reflected in this example?

An Example of Pre-assessing Student Readiness in a Primary Classroom





A Formative Assessment in Art

What is perspective? One of a variety of methods artists use to create depth and dimension

What techniques do artists use to create perspective in drawing?

Show an example of perspective?

Explain technique(s) you used to create perspective in your portfolio drawing and why you chose it/them.


EXIT CARDS

On your exit card---

Explain the difference between a folk tale and a fairy tale. Give some examples of each as part of your explanation.

Exit Cards: Science

Name:

• Draw the earth’s orbit around the sun.

• Briefly explain what causes the seasons.

Use illustrations, if necessary.

• How have your opinions about this topic

changed? What questions do you still

have about how seasons happen?

Beasley, 2012

Building a Persuasive Paragraph

KNOW: Parts that come together to create a persuasive paragraph

Purpose of a persuasive paragraph

Topic sentence, elaboration, concluding statement, persuasive

paragraph

UNDERSTAND: The structure of text influences meaning.

DO: Students will…

1. Organize an individual paragraph with topic sentence, relevant

elaboration, and a concluding sentence

2. Analyze a paragraph to identify key components of a persuasive

paragraph

3rd Grade


Pre-Assessment • Administered during previous week • Writing prompt • What do you think?

– Read the following prompt and let us know what you think about this issue. Write a paragraph that would help someone know what your point of view is about the decision.

– The school board met and decided that recess would no longer be needed in school. They felt that it would help students spend more time learning without being interrupted each day for recess. What do YOU think?

• Include a question about what interests them—in order to select topics that students are passionate about.

• Results: – Group A– Writing indicated that they were comfortable with the organization of

their argument – Group B – Writing indicated that they struggled with organizing their argument

Steps in Lesson

• Reintroduce the pre-assessment topic and have the students Think-Pair-Share about their own opinion of the topic. Ask pairs to read the two sample paragraphs (both with the same opinion, but one is organized well, and another is not) and talk about which one they felt was more persuasive.

• Introduce to the whole group the vocabulary of organizing a paragraph (topic sentence, supporting details, elaboration, concluding sentence). As a class, go through each definition while all students highlight the example in the example paragraph with markers (Green – topic sentence, Blue- supporting details, Orange- elaborations, Red- concluding sentence).

Beasley, 2012

Sample Paragraph

• There are many reasons why we shouldn’t have recess during the school day. First of all, if we didn’t have recess, we would have more time to work on projects in school without being interrupted. Sometimes I am in the middle of something really, really important and then all of a sudden, we have to stop and I have to leave it behind. By not having recess, fewer students would get hurt. It seems that every time we are out on the playground, someone trips or falls and needs to go to the nurse. Finally, by not having recess, we might do better on tests. Everyone would have longer to study and we could all get A’s. So you see, if we didn’t have recess, it would be good for our school.

Beasley, 2012


Groups

• Quarter Pounder Group – Grab your boxes and meet at the left side table

• Big Mac Group – Grab your boxes and meet at the right side table

Beasley, 2012

Quarter Pounder Group • Pick up the Quarter Pounder boxes. With a partner, work on the

jumbled paragraph inside your box. When you feel that it is organized, retrieve the answer key and check your work. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

Your task will be graded according to how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012

Graphic organizer for

Quarter Pounder

Group

Topic:_____________________

By_____________________

______

1. Elaboration:

2. Elaboration:

1. Elaboration:

2. Elaboration:

1. Elaboration:

2. Elaboration:

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Concluding Statement:

Beasley, 2012


Big Mac Group • Pick up the Big Mac boxes. With a partner, work on the jumbled

paragraph inside your box. When you feel that it is organized, raise your hands to have your teacher check your answer. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment:

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

– If you need a hint, go to retrieve an “extra topping” from our jars!

Your task will be graded according to how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012

Graphic organizer for

Big Mac Group

Topic:_____________________

By_____________________

______

1. Elaboration: What is an example of how I know the supporting detail

is true?

2. Elaboration: What is another example of how I know the supporting

detail is true?


is true?


detail is true?


is true?


detail is true?

Topic Sentence: What do I believe about this?

What is my overall opinion about this?

Supporting Detail: What is one reason that I believe what I said in my

topic sentence?

Concluding Statement: How can I let the reader know that

I’m finished with giving supporting details? (Hint: Start

with, “So…” or “Therefore…” or “In summary…”)

Supporting Detail: What is another reason that I believe what I said in

my topic sentence?

Supporting Detail: What is another reason that I believe what I said

in my topic sentence?

Beasley, 2012

“Extra Toppings” Example

Whether chewing gum should be allowed in class

Which would make a student happier?

How would this affect talking in class?

How would gum affect gym class?

Beasley, 2012


Future Steps in Lesson (cont’d) • Students present their writing; teacher assesses

products for student understanding of the organization of persuasive paragraphs

• Re-teach as necessary • Formative assessment of and instruction on making

a link between supportive details and opinion • Eventual summative assessment: Writing a

persuasive paragraph – Students will choose a side of an argument and build a

logical case for their opinion. – The paragraph will need to be

• clear, and logical • Have a strong, clear topic sentence staging the writer’s opinion • Have supporting details with elaborations • Includes a concluding sentence that restates the author’s point

of view

Documents

Differentiation is not a set of strategies, but rather a ... · Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning. Differentiation