Differentiation for Reluctant Learners

1. Differentiation for Reluctant Learners ASCD UbD DI Conference, (June 2008) Deborah E. Burns, Ph.D., Cheshire Public Schools

2. Five Education Elements that Teachers Can Differentiate(Tomlinson) Content Process Product Affect Learning environment

3. A Technical Definition of Curriculum Differentiation Curriculum differentiation is a process educators use to enhance student learning by improving the match between learners� unique characteristics and various curriculum components in a given unit or subject area.

4. What is Curriculum?

5. Components of a Comprehensive Curriculum Content Assessment Introduction Teaching Strategies Learning Tasks Grouping Pacing Resources Products Closure

6. Categories of Student Differences

7. Social & Emotional Characteristics Related to Learner Reluctance Interests and Strengths Learning Styles Motivation sources Gender Self-efficacy Learning habits Effort Attitudes Social relationships Beliefs Attributions

8. Table Task Think-Pair-Share What words and phrases do you hear people use to describe students who appear reluctant.

9. Describe the typical behaviors of a reluctant learner towards: School Learning Teachers A subject area A topic An assignment

10. Common remarks about reluctant learners��� She�s lazy. I�m a slacker. If you would just follow through. You could do it if you tried. He just doesn�t seem to care. This kid isn�t motivated. I wish he�d pay attention in class.

11. How does learner reluctance effect academic achievement? Lost opportunities Ineffective habits Inattention Underachievement GPA issues Restricted range of possibilities and options Stigma Others� assumptions

12. Behavioral characteristics of student disengagement: Passive Does not try hard Gives up easily Bored Depressed Withdrawn Rebellious Apathetic Angry Anxious

13. Learner reluctance is the result of a cognitive thought process based on: Attributions- to what does the child attribute success (luck, work, or ability) Self-efficacy- Beliefs about likelihood of success Motivation- Extrinsic or intrinsic Locus of Control- Internal or external

14. Albert Bandura�s Work with Self-Efficacy Self-efficacy is a personal belief about our capacity to perform at desired levels. Our self-efficacy beliefs determine how we feel, think, motivate ourselves and behave.

15. From the perspective of Bandura�s work, why is a student a reluctant learner? What are the characteristics of an efficacious mindset?

16. How does it feel to be in �the flow�? Completely involved, focused, concentrating-due either to innate curiosity or as the result of training. Sense of ecstasy-of being outside everyday reality Great inner clarity-knowing what needs to be done and how well it is going Knowing the activity is doable-that our skills are adequate; we are neither anxious or bored Sense of serenity-no worries about self, feeling of growing beyond the boundaries of ego-afterwards feeling of transcending ego in ways not thought possible Timeliness-thoroughly focused on present, don�t notice time passing Intrinsic motivation-whatever produces �flow� becomes its own reward.

17. Engagement Occurs When Students� Psychological Needs are Met These needs include the need to: Feel competent Be autonomous Have control of a situation Experience positive relationships with other people Laughter and humor helps too

18. Did you ever have a history of avoidance or reluctance that was reversed? How? Math Fitness Writing Nutrition Data Public speaking

19. Possible Antonyms for Reluctance Interest Eagerness Zeal Devotion Passion Enthusiasm Pleasure Anticipation

20. Signs and Signals of a Motivated Student Behaviors include: Sustained involvement Demonstrates positive emotional tone Selects tasks at the border of their competencies Initiates action when given the opportunity Exerts intense effort and concentration Displays enthusiasm, optimism, curiosity, and intent Prolonged engagement

21. Providing a differentiated curriculum to address learner reluctance is one of the most challenging aspects of a differentiation initiative. Reluctant students� behaviors are off-putting. Expect initial anger. Assume a shut-down phase. Don�t take it personally.

22. Get Strategic about the Problem, Goal, and Plan Check your ego at the door. Don�t take their initial assumptions and related comments personally. Stay focused on the goal. Combine strategies for enhanced effect. Keep a log to document change.

23. If learner reluctance is an issue for more than 10% of your students, consider a total paradigm shift and curriculum reconstruction Problem based Authentic Constructivism Cognitive Coaching Peer Collaboration Essential Concepts and Strategies

24. Saying farewell to A Farewell to Arms The canon and the core: What is the true representative topic/text/problem? Increase learner enthusiasm by linking the child�s life to core concepts and strategies.

25. Control theory as applied to three dimensions of education: Curriculum: Teachers consult students regarding both content and methods. Students� interests and needs influence how and what they are taught. Instruction: Teachers use collaborative, active listening strategies to enhance learning. All tasks address at least one aspect of students� need for satisfaction. This change supports students� devotion to class work and learning. Assessment: Teachers record only A or B grades as verification of quality work. No grade is recorded until work meets these absolute standards.

26. Strategies for Reversing Ineffective Attitudes, Beliefs, and Behaviors 1. Build a Classroom Community: Provide emotional security; develop genuine, personal relationships; share personal anecdotes, reflections, vulnerability, risk taking and humor. 2. Share Power and Control; Invite Reflection: Provide controlled choice in a no-excuses, high standards environment. Encourage self-evaluation and reflection. 3. Provide Relevant and Authentic Tasks and Coaching Opportunities: Create authentic and respectful tasks and products; provide scaffolding and place each student in his/her ZPD; use explicit feedback and coaching.

27. Strategy # 1 Universal Design Curriculum An architectural and a principle of design A way of thinking about how to design a facility or a curriculum so that everyone can access and use it The difference (metaphorically) between the traditional practice of building ramps for some people and building stairs for other people and a contemporary goal to build ramps for everyone to use. In education, universal design effects the content, resources, teaching and learning strategies, and assessments, and tasks.

28. What is a Universal Design Curriculum? It has an underlying belief that all students should have the opportunity to access and learn the powerful, lasting, and authentic ideas and strategies in an academic discipline. It is a way of organizing out teaching and learning activities to promote growth and learning for all students. Universal design curriculum provides mutiple ways to help students perceive, process, learn, apply, enjoy, and appreciate new content. It contains mutiple whole group, small group, paired, or individual taks and learning activities centered around a big idea (concept, principle, or generalization) or process in the academic discipline and the topic. It emphasizes active learning with an emphasis on helping students think their way to understanding. Peer and teacher collaboration, dialogue, and scaffolding support student learning. Authentic products, reflections, and performances demonstrate growth and achievement. Universal design curriculum provides equal access to discipline based knowledge for all students; there are no back doors or hidden passages as a minimal accomodation for a few students.

29. Learning Profiles and Universal Design Visual Auditory Tactile Kinesthetic Social Learners Emotional Learners Relevance Seekers Intrigue Seekers Advance Organizers for Big Picture Thinkers

30. Strategy # 2: Relationships, trust, and connections.

31. Build a Relationship with and Among Each Student Use the first month of school to �launch� a learning community in your class. Use Learner Profiles to identify students interests, preferences, strengths, and co curricular experiences. Use www.surveymonkey to learn about students� perceptions of the curriculum and the subject area. Take time to have routine, individual conferences with each student. Let students see you as a learner who faces challenges, stumbles, gets frustrated, but doesn�t give up.

32. Habits that Build or Destroy a Relationship (Glasser) Seven Caring Habits Supporting Encouraging Listening Accepting Threatening Respecting Negotiating differences Seven Deadly Habits Criticizing Blaming Complaining Nagging Trusting Punishing Bribing, rewarding to control

33. Strategies for Connecting with Students Interest inventories Student advisories Equitable participation Individual conferences and conversations Respectful tasks for all learners Gender-based flexible grouping Interest-based extensions RAFT (Role, Audience, Format, Topic; Buehl, 2001) Last Word Protocol Connections to the child�s world Learning partners for those who relate better to peers Creative Problem Solving Authentic problem solving

34. Strategy # 3: Applying Dweck�s Research on Mastery and Effort Teachers focus on students� efforts and not abilities. When students succeed, teachers should praise efforts or strategies, not intelligence. Provide explicit feedback All for �redos� Measure achievement based on learning gains

35. Strategy # 4: Provide appropriate levels of challenge Learning is most effective when students are learning in their zone of proximal development (Vygotsky,1978).

36. Strategy # 5: Apply the research on the relationship between challenge and interest: Make it fun �..interest is related to attention, deeper processing, the use of effortful strategies, feelings of enjoyment, and learning.�

37. Strategy # 6: Make the Content, Roles, and Tasks as Authentic and Appealing and Possible Identify related real world problems Demonstrate practicality Expect application Teenage traffic and AP Statistics Blood and guts writing topics Robotics competitions Salmon restoration Editorials in local newspapers Arbor Day versus a DEP Urban Forestry Grant

38. Revising the Learning Tasks to Engage Reluctant Learners MIT�s augmented reality games for science, math, and world language. http://video.google.com/videoplay?docid=4433761238628898695&q=cork+in+a+bottle&ei=i-MISMMrIB4ky-AHyxomgAQ&hl=en

40. In Conclusion�.The Big IdeaMake the Affective Aspects of the Learning Environment as important as the Cognitive and the Conceptual Aspects Allow Students some control over assignments, assessment, formats, and subtopics. Exploit the use of collaborative groups to garner enthusiasm, build confidence, and create peers models and bonds.

41. References (March, 2008) Educational Leadership theme issue. Alexandria, VA; Association of Supervision and Curriculum Development. Csikszentmihaly, M. (1991). Flow: The Psychology of Optimal Experience. New York: Harper Collins. Erwin, J. (2004). The classroom of choice: Giving students what they need and getting what you want. Alexandria, VA: Association for Supervision and Curriculum Development. Glasser, W. Choice Theory: A new psychology of personal freedom. New York: Harper Collins Publishers. Glasser, W. Control Theory in the classroom. New York: Harper and Row. Glasser, W. (1993). The quality school teacher. New York: HarperPerennial. Sullo, R. (2007). Activating the desire to learn. Alexandria, VA: Association for Supervision and Curriculum Development.