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On post-its, write a definition, description, and/or examples of at least 2 of the following terms:>Rigor>Differentiated Instruction>Scaffolding>Text Complexity
Hang each post-it on the corresponding poster paper
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The Path to Career and College Readiness: Revisiting why we pursue, what we know about, and how we support differentiated instruction
Heidi A. Ramirez, PhD
Chicago Literacy Leadership Conference , July 30, 2014
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Session Goals
• Clarify key terms and strategies guiding efforts to improve college and career readiness• Do you and your staff have shared language and
expectations—across programs, departments, etc.? • Where do you have consensus and where do you
need it?• Reflect on differentiated instruction in practice—
unpacking myths and manipulations in pursuit of effective instruction• Are you clear about the challenges?
• Consider the coherence question—how can you better frame, communicate, and support differentiated instruction in the larger reform context
TIMMS/PIRLS
(4th grade, 2011 test)
Reading: Statistically significantly out-scored by only 4 countries (and gained 14 points since 2001)
Math: Performed near middle of second-tier countries (w/ 23-point gain since 1995)
Science: Statistically significantly out-scored by 6 countries
US Students Perform Well Internationally
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… and US students continue to make progress
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… though performance varies by state
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… and progress has been elusive in Illinois
No significant difference: between percent at/above
proficient on NAEP in 2013 (34%) and in 2011 (33%) or 2003 (31%)-- of IL 4th graders; no significant change at Basic
in average IL 4th grade score between 2011 (219) or 2003 (216)
on score gaps between high- and low- performing, black and white, or high- and low-poverty students, 2011-2013
In 2013, average IL NAEP score was:-lower than in 29 states/jurisdictions-higher than in 11-not significantly different from 11
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Illinois ACT Scores also show little progress in improving Career and College Readiness
US Schools serve more diverse students, especially in urban districtsTUDA districts by percent 4th-grade FRPL-eligible students (2013)
TUDA districts by percent white 4th-grade students (2013)
http://nationsreportcard.gov/reading_math_tuda_2013/#/tuda-the-same
Significant gaps persist for urban districts
About 30% of K-12 population in the US (~15 million students) attends schools in urban districts
http://nationsreportcard.gov/reading_math_tuda_2013/#/large-cities
Trend in average public school 4th-grader on NAEP reading
… Even though urban districts are improving faster than others
While public school students in large cities are consistently out-performed by their non-urban counterparts on NAEP, students in TUDA districts are making greater gains.
Change in average scores for 4th and 8th-grade public school students on NAEP mathematics and reading (2002, 2003, and 2013)
http://nationsreportcard.gov/reading_math_tuda_2013/#/large-cities
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… And Chicago’s growth is out-pacing the Nation
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… But Career and College Readiness requires even more, faster
Framework for Teaching (Danielson, 1996, 2007)
• Clear and accurate communication
• Questioning and discussion techniques
• Student engagement• Feedback to students• Flexibility and
responsiveness
• Reflection on Teaching• Accurate Records• Communication with
families• Contributions to the
school and district• Professional growth• Professionalism
• Environment of Respect and Rapport
• Culture of Learning• Classroom Procedures• Student Behavior• Management
• Organization of Physical Space
• Instructional goals• Knowledge of content
and pedagogy• Knowledge of students• Knowledge of resources• Coherent instruction• Assessment of student
learning
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InstructionProfessional
Responsibilities
Planning & Preparation
Classroom Environment
… and calls for an updated instructional pathway to Career and College Readiness
RIGOR
Illinois Model for Teacher Evaluation and Support
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Academic Rigor:What do we mean and how do we measure it?
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Rigor: What is it?
“encourage[s] students to think critically, creatively, and more flexibly… learning environments that are … stimulating, engaging, and supportive… help students understand knowledge and concepts that are complex, ambiguous, or contentious, and to acquire skills that they can apply… throughout their lives”
“academic relevance and critical-thinking skills such as interpreting and analyzing… making connections referring to learning standards and high expectations standards, … educational equity” (http://edglossary.org/rigor/)
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Rigor: Samples from CCSS
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Rigor
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
(Wagner, “Rigor Redefined” in Educational Leadership, October 2008, Volume 66, Number 2:20-25)
•Read Abstract
Building knowledge through content-rich, non-fiction and informational texts [Reading Standards #1-10 in ELA and Reading Standards for History/SS, Science, and Technology]
Reading, writing, and speaking grounded in evidence from the text [Reading Standard #1, Speaking and Listening Standard #1, and Writing Standards #1, #2, #9]
Regular practice with complex texts and their academic vocabulary [Reading Standards #10 and #4]
Rigor through CCSS Shifts in ELA/Literacy
Higher Standards: CCSS English Language Arts
“The goal for readers of all ages is to be able to understand and learn from what they read and to express such knowledge clearly through speaking and writing about text.”
“The standards focus intently on students reading closely to draw evidence from the text and are emphatic about students reading texts of adequate range and complexity.” (Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12, CCSSO )
“Read like a detective and write like an investigative reporter”– David Coleman, CCSS author
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2009.
Percentage distribution of literary and informational passages:
Informational text is key!
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Career and College Readiness calls for More Informational Text
Career and College Readiness calls for Increased Text Complexity
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Text Complexity
• The variables that affect “text complexity” the most are: Structure Purpose Style and language Richness Relationships Knowledge demand
Text Complexity
1. Qualitative measures- levels of meaning, structure, language conventionality and clarity, and knowledge demands
2. Quantitative measures- word length or frequency, sentence length, and text cohesion
3. Reader and task considerations- motivation, knowledge, and experiences
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“We must open the doors of opportunity. But we must also equip our people to walk through those doors.”
--Lyndon B. Johnson
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Differentiated Instruction:What is it?
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Traditional Differentiation
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Differentiated Instruction
What is it?
“…a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is . . . rather than expecting students to modify themselves for the curriculum (Hall, 2002 based on researchers National Center on Accessing the General Curriculum)
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Differentiated Instruction
“A concept that makes it possible to maximize learning for ALL students. …a collection of instructionally intelligent strategies based on student-centered, best practices that make it possible for teachers to meaningfully respond to the needs of diverse learners. … made possible by modifying the content, process and/or product of instruction of a particular student or small group of students (typically to scaffold and extend learning), rather than the more typical pattern of teaching the class as though all individuals in it were basically the same. Differentiated instruction is an approach to ensuring all children achieve to the same high standards; instructional approaches are varied, not the expectations or the standards” (As drafted, from across the literature, by Milwaukee Public Schools, 2011)
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Ways to Differentiate Instruction
• Content- What is the standard to which I am going to teach? What skill am I going to teach?
• Process- How am I going to teach that skill in a variety of ways that will address the developmental levels of each of my students?
• Product- What will my students produce as evidence of understanding of the skill?
Differentiated, Complex, Informational Text
Read a sample article (“Remembering the Past”) from the set.
As you read, consider:• reading level and text complexity of the
article Trade sample article with a colleague w/ a
different color. As you read, consider:
reading level and text complexity of the article
how the different texts (different colors) are similar and different
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Effective Differentiated Instruction
Focuses on the essential ideas and skills of the content area, eliminating ancillary tasks and activities
Responds to individual student differences (e.g., learning style, prior knowledge, interests, level of engagement)
Groups students flexibly by shared interest, topic, or ability
Integrates ongoing and meaningful assessments w/ instruction
Continually assesses, reflects, and adjusts content, process, and product to meet student needs >Meaningful, timely, task-specific feedback
(Anderson, 2007; Rock, Gregg, Ellis, & Gable, 2008; Tomlinson, 2000 as cited
in Huebner, 2010)
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Differentiated Instruction
is not:
the same as an intervention
just literacy workstations
only for struggling students
added work
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Instructional Scaffolding
“What's the opposite of scaffolding a lesson?”
It would be saying to students something like, ‘Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.’ Yikes -- no safety net, no parachute, no scaffolding -- just left blowing in the wind” (Alber, Teacher Leadership, “Six Scaffolding Strategies to Use with Your Students,” May 2011).
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Instructional Scaffoldingspecialized instructional supports need to be in place to facilitate learning
support given during learning process tailored to the needs of the student to help student achieve his/her goals
“enables a student to solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside assistance. …enlists the instructor as an activator… to facilitate the student’s incremental mastery of a concept”
“a temporary framework for construction in progress” (Cazden, 1983:6)
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Scaffolding, examples
Resources (e.g., dictionaries, second language supports, audio-supports, maps)
Pre-teaching key words and/or concepts
Previewing or chunking content
Asking guiding questions
Accessing/building background knowledge
Providing templates, sentence starters, graphic organizers, note-taking/study guides
Modeling a task, leading a “think-aloud”, coaching
Helping with goal setting and on-going progress monitoring
800L
450L 250L
Differentiation to Promote Discussion
Same topic, differentiated to meet each student, so every student takes part in discussions.
Independent vocabulary
learning
Audio scaffolds for struggling readers
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Embedded language supports
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Scaffolding Example: Achieve3000 “read as you go”
*Math Tab Excluded
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Scaffolding Example: Highlighting for close reading strategies and note-taking
Reach
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Scaffolding Example: Audio support, “read-as-you-go” audio with highlighting
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Differentiated Instruction: Continuous Monitoring and Flexible Grouping re: Standards
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Differentiated Instruction: Individual Learning Pathways (w/ NWEA-MAP)
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Differentiated Instruction: Individual Learning Pathways (w/ NWEA-MAP)
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Differentiated Instruction: Individual Learning Pathways (w/ NWEA-MAP)
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Differentiation in Practice: What really happens in classrooms?
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While educators understand that not all learners are the same, and that their needs are diverse, few teachers accommodate these differences in their classrooms (Gable, Hendrickson, Tonelson, and Van Acker, 2000; Guild, 2001)
Uniformity, rather than attending to diversity, dominates the culture of many contemporary classrooms (Gable et al., 2000; Guild, 2001; Sizer, 1999)
And failed efforts can sometimes be worse than no effort to differentiate instruction
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When Myths and Misunderstandings Prevail: Multiple Intelligences
Visual-Spatial - think in terms of physical space, like architects and sailors. Very aware of their environments. Like to draw, do jigsaw puzzles, read maps, daydream.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Like movement, making things, touching.
Musical - show sensitivity to rhythm and sound. Like music, but they are also sensitive to sounds in their environments.
Interpersonal - understanding, interacting with others. Learn through interaction. They have many friends, empathy for others, street smarts.
Intrapersonal - understanding one's own interests, goals. Tend to shy away from others, are in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions.
Linguistic - using words effectively. Have highly developed auditory skills and often think in words. Like reading, playing word games, making up poetry or stories.
Logical –Mathematical-reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. Like to experiment, solve puzzles, ask cosmic questions.
It’s dangerous when students are “typecast” as readers/writers, drawers, actors and their access to
rigor is limited by these (e.g., group work w/
assigned roles)
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When Myths and Misunderstandings Prevail: Leveled Texts/Readers
Research on effectiveness is unclear
Based on theory of Zone of Proximal Development
Foundation of Calkins’ Reading and Writing Project/Workshop, “just right” books
“Research shows … matching kids to books does not guarantee big learning gains…” (Shanahan blog, 2013)
“… If reasonable levels of instructional support are available then students are likely to thrive when working w/ harder texts” (Shanahan, 2011, http://www.shanahanonliteracy.com/2011/08/rejecting-instructional-level-theory.html)
Can lead to static student groups, limited teacher
support, and lack of access to grade-level
content
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When Myths and Misunderstandings Prevail: Activating Prior Knowledge
Readers use prior knowledge to understand texts. “Having more prior knowledge generally aids comprehension. There are many aspects to prior knowledge, including knowledge of the world, cultural knowledge, subject-matter knowledge and linguistic knowledge. A reader’s interest in a subject matter will also influence the level of prior knowledge. All of these… are important to different degrees, depending on the reading task” (Pang, Muaka, Bernhardt and Kamil, 2003:13).
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Challenges
Can be time consuming and/or distracting
Difficult to predict/access students’ prior knowledge, especially what is relevant and accurate (danger of stereotyping)
“Spoon feeding” vs. modeling the strategy of effective readers/ metacognitive strategy for students (developing the skill)
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When Myths and Misunderstandings Prevail: Pre-Teaching Vocabulary (and Concepts)
Vocabulary is developed through both explicit instruction and implicitly (e.g., incidentally when we read, through the use of context clues)
One of the most effective methods of explicit vocabulary instruction is to teach unfamiliar words used in a text prior to student reading>The teacher should preview reading materials to determine
which words are unfamiliar. >These words should be defined and discussed; the adult
should not only tell the child(ren) what the word means, but also to discuss its meaning---connotations and denotation
>After pre-teaching vocabulary words, the child(ren) should read the text
The stallholder smiled mysteriously. …"Who knows? A friend walks by in a frog costume? Something unexpected is bound to happen…"
“…There is, there is just no way a bloody drink can manipulate reality to produce comedy setups, or I'm going to give up and retire to the Bahamas"
Draco groaned. "Are we really going to do this?"
"You don't have to drink it but I have to investigate. Have to. How much?"
"Five Knuts the can," the stallholder said.
"Five Knuts? You can sell reality-manipulating fizzy drinks for five Knuts the can?" Harry reached into his pouch, said "four Sickles, four Knuts,” and slapped them down on the counter. "Two dozen cans please."
"I'll also take one," Draco sighed, and started to reach for his pockets.
--Harry Potter and the Sorcerer's Stone, Chapter 5
Knut: smallest coin in wizards’ currency, made of bronze
29 Knuts = 1 silver Sickle17 Sickles = 1 gold Galleon, which has the greatest value
Gettysburg Address, 1863“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate—we can not consecrate —we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.”
con·se·crateˈkänsiˌkrāt/verb1.make or declare (something, typically a church) sacred; dedicate formally to a religious or divine purpose.“The present Holy Trinity church was consecrated in 1845"
•(in Christian belief) make (bread or wine) into the body or blood of Christ. “They received the host but not the consecrated wine"•ordain (someone) to a sacred office, typically that of bishop. “In 1969 he was consecrated bishop of Northern Uganda"
ded·i·cateˈdediˌkāt/verb1.devote (time, effort, or oneself) to a particular task or purpose."Joan has dedicated her life to animals“
• devote (something) to a particular subject or purpose. “You should dedicate a telephone line to each modem you plan to install“
• cite (a book or other artistic work) as being issued or performed in someone's honor. “The novel is dedicated to the memory of my mother"
Gettysburg Address"Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth."
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Challenges
Identification of words to pre-teach—how many, which
Lose student focus on and interest in the text (e.g., comprehension)
Words better learned in context, even if just grouped by topic/theme (beware of word lists w/out a conceptual theme or map)
Need for multiple exposures
Pre-empting students’ use/development of strategies of effective readers (e.g., self-identifying unknown words, accessing prior knowledge, using context)
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"For all its promise . . . effective differentiation is complex to use and thus difficult to promote in schools. Moving toward differentiation is a long-term change process" (Tomlinson,1999: 6)
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Supporting Coherent School Change/Improvement: How do we ensure Differentiated Instruction isn’t “just one more thing”?
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Comprehensive vs. Coherent School Reform
1-to-1
Educator Eval.
LRE/Inclusion
Comp.
School
Counseling
RtI
Block
Schdlng
PBIS
School
Turn-
Arounds
TFA
TNTP
NLNSLit
Coaches
SIP
Last-minute/late budget allocations, grants w/ specific spending requirements
Pressure /desperate for results
Multiple stakeholders, interests, and demands
Extensive compliance Stove-piped districts/lack of
communication across departments
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Change Model (Fullan, 2002)
To begin the change process—
Must first have a moral purpose>Act w/ intention of making a positive difference in
the lives of people it affects
Must understand the change process and its complexity
Must be focused on and able to improve relationships
Must support the creation and sharing of new knowledge>People won’t share information unless they are
and committed to the project and believe there is a moral purpose
Complex Change (adapted from Thousand & Villa)
Vision Strategy Skills Resources Monitoring Evaluation Rewards & Sanctions Organization No Followers
Philosophy Strategy Skills Resources Monitoring Evaluation Rewards & Sanctions Organization Confusion
Philosophy Vision Skills Resources Monitoring Evaluation Rewards & Sanctions Organization False Starts
Philosophy Vision Strategy Resources Monitoring Evaluation Rewards & Sanctions Organization Anxiety
Philosophy Vision Strategy Skills Monitoring Evaluation Rewards & Sanctions Organization Frustration
Philosophy Vision Strategy Skills Resources Evaluation Rewards & Sanctions Organization Bitt erness
Philosophy Vision Strategy Skills Resources Monitoring Rewards & Sanctions Organization No
Closure
Philosophy Vision Strategy Skills Resources Monitoring Evaluation Organization Hopelessness
Philosophy Vision Strategy Skills Resources Monitoring Evaluation Rewards & Sanctions No Coordination
Philosophy Vision Strategy Skills Resources Monitoring Evaluation Rewards & Sanctions Organization Success!!
Aligning, Pacing, and Communicating Improvement Goals and Strategies
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Locate Improvement Efforts in your Framework for Effective Instruction
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Communications to Support Complex Change and Effective Implementation of Differentiated Instruction
How will you describe your priorities for 2014-15?>Where/how does literacy across the content areas fit?>Where does quality differentiated instruction fit?
What resources (e.g., Achieve3000) and systems (e.g., RtI, educator evaluation) support key, state and local initiatives? >What can you do to prevent “Christmas Tree Reform”
and keep the “tree” from tipping over?
How might you better frame and articulate goals and resources? >Purpose>Resources and value proposition>Implementation goals and expectations
Leverage Lexiles to Improve Student Learning and Teacher Effectiveness
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Lexile as a value-added metric can be used for schoolwide and individual literacy growth goals
Specific and measureable >College and Career Report
Aligned to CCSS standards >Range of Reading and Level of Text Complexity
Standards
Based on available prior student learning data>LevelSet Pre-Test and last year’s data
A measure of student learning between two points in time>Pre- to Post- results
Leverage Lexiles to Improve Student Learning and Shared Support and Accountability
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Standards-specific IEP goals >How are my students performing to standards?
(with assignment function)
Standards-specific ELD goals (aligned to WIDA)
Growth and activity goals for G&T
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Implementation: What are the Impacts of Achieve3000-Supported Differentiated instruction on Student Learning?
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Proven Effective: National Study finds Achieve3000 gets Student Results
More than 2x expected gains!
14 Year Track Record of Doubling Reading Gains!
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2012-13 Pre-Test 2012-13 Post-Test0%
5%
10%
15%
20%
25%
30%
18%
25%
Students On Track for College and Career Readiness
Proven Effective: National Study finds 30% Growth in College and Career Readiness
159,846 students using Achieve3000 accelerated to College and Career Readiness targets
30% Growth!
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Proven Effective: Greater than Expected Gains for ELLs
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Proven Effective: Especially with Frequent Use Among ELLs
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Review of Session Goals
• Clarify key terms and strategies guiding efforts to improve college and career readiness• Do you and your staff have shared language and
expectations—across programs, departments, etc.? • Where do you have consensus and where do you
need it?• Reflect on differentiated instruction in practice—
unpacking myths and manipulations in pursuit of effective instruction• Are you clear about the challenges?
• Consider the coherence question—how can you better frame, communicate, and support differentiated instruction in the larger reform context
