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Introduction to Differentiated Teaching

Introduction to Differentiated Teaching. Maria M. Carreira, Ph.D. NHLRC, Co-Director Professor, California State University, Long Beach. Which reading is better suited to your teaching situation? Why? But are all your learners alike?. My experience in the astronomy program. Motivation. Me.

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Introduction to Differentiated Teaching

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  1. Introduction to Differentiated Teaching Maria M. Carreira, Ph.D. NHLRC, Co-Director Professor, California State University, Long Beach

  2. Which reading is better suited to your teaching situation? Why? • But are all your learners alike?

  3. My experience in the astronomy program Motivation Me High Low The class Me Ability/Preparation

  4. My experience in the German class Motivation Me High Low The class Me Ability/Preparation

  5. Dealing with these scenarios • Ignore difference and work within the one-size-fits-all instructional paradigm (most common approach) • Attend to differences and work within a learner-centered - differentiated - instructional paradigm

  6. Differentiated Teaching (DT) In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways…In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly and possible, without assuming one student’s roadmap for learning is identical to anyone else (Tomlinson, 2000:2).

  7. The “learner-centered” classroom

  8. What can you differentiate? • Content • Process (how you gain mastery of the material) • Product (how you demonstrate mastery of the material) • Pacing According to students’ • Readiness, strengths/weaknesses • Interests, affective needs, goals • Learning profile

  9. It’s too much work! • What am I, a psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new?

  10. Quick answers • It’s too much work! – When done right, differentiation actually decreases the amount of work done by the instructor. • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new?

  11. Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? Use ongoing assessment (formative assessment). • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new?

  12. Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? Hold the students accountable for keeping track of their own learning. • So now I have to discard everything I’ve been doing for years and start something new?

  13. Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new? No, many of the strategies of DT are familiar to teachers and are part of the best practices of language teaching.

  14. Don’t have to be teacher-centered Don’t have to be Teacher-graded Don’t have to be teacher-crushing Activities

  15. Key to dealing with concerns: • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate

  16. Key to dealing with concerns: • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate

  17. Dealing with concerns • Think of travelers at an airport; • Insist on shared responsibility and preparedness; • Pre-teach the routine • Discuss potential problems (use scenarios); • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate

  18. Dealing with concerns • Don’t differentiate all the time – only when needed: What happens if you differentiate all the time? • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate

  19. Dealing with concerns Master a small number of instructional tools • Templates • Centers • Agendas • Flexible grouping • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate •Knowing how to differentiate

  20. The tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The exit card • Centers • Agendas • Flexible grouping

  21. The Dialectal Journal (Dodge 2006: 67) • In this column, record In this column • a passage • write a reaction • a main idea • discuss its significance • an important event • make an inference

  22. Text-to-self connections(Harvey and Goudvis 2000:266)

  23. Text-to-world connections(Harvey and Goudvis 2000:267)

  24. Text-to-text connections(Harvey and Goudvis 2000:267)

  25. How do the Dialectal Journal and the Text-to-x connection fit into a differentiated framework?

  26. What can you differentiate? • Content • Process (how you gain mastery of the material) • Product (how you demonstrate mastery of the material) • Pacing According to students’ • Readiness, strengths/weaknesses • Interests, affective needs, goals • Learning profile

  27. The tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The Exit card • Centers • Agendas • Flexible grouping

  28. Sum it up! (Dodge 2006)

  29. The exit card (Dodge 2006)

  30. How do exit cards and sum it up cards fit into a differentiated framework?

  31. Templates/activities to review the material • The exit card • Sum-it-up!

  32. Other uses • For assigning an attendance/participation grade • For formative assessment

  33. Assessment • Diagnostic (pre-instruction) • Formative (during instruction) • Summative (post instruction)

  34. Assessment • Diagnostic (pre-instruction) • Formative (during instruction) • Summative (post instruction)

  35. Formative assessment Adapted from Checking for Understanding. Formative Assessment Techniques for Your Classroom by Douglas Fisher and Nancy Frey, ASCD, 2007

  36. Why do we need formative assessment? • For instructors: Provides the knowledge base for good teaching, differentiation, curriculum design, and school and program reform • For students: Fosters learning by encouraging metacognition and independence, offering multiple representations of knowledge, previewing summative assessment, lowering the stakes of testing. Allows students to see where they are relative to where they need to be.

  37. How to do formative assessment Almost any pedagogical activity can function as formative assessment… Templates • The “aha” moment, exit card • The visual check • The group quiz/test

  38. Formative assessment help learners reach the endpoint

  39. Back to the tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The exit card • Centers • Agendas • Flexible grouping

  40. Tools • Templates • Centers: A place where students find resources that help them master the material. Centers vary the process, increase access, and support independent learning. • Agendas • Flexible grouping

  41. What else can you put in a center?

  42. How I use centers: Online exercises • Virtual spaces (Blackboard) • Computer graded • Can be repeated for a better grade • Is done outside of class, independently by students • Is self-paced • Previews, reviews and expands upon material from other modules (homework, quizzes, tests) (the workbook can also be a source of center activities)

  43. Today • Templates • Centers • Agendas: A list of activities students must complete in a given time. Agendas, vary the pace and product and support self-directed learning and effective classroom management. • Group work • Contracts

  44. Sample agenda from my class Date due: (usually in 1-2 weeks) Work to be completed: • Workbook # 7, 8, 9, 10 (HOMEWORK) • Textbook, read “xxxxx” and answer questions 1-7. Use a spell check. (HOMEWORK) • Prepare a “Sum it up” card for this unit. (HOMEWORK) • Blackboard, #1, 2. Must be completed with a grade of 90% or better. (ONLINE EXERCISES, CENTER)

  45. How do agendas cards fit into a differentiated framework?

  46. Basic tools • Templates: Vary instruction according students’ interests and affective needs. Hold students accountable for their own learning • Centers: Vary the process. Increase access. Support independent learning. • Agendas: A list of activities students must complete in a given time. Vary the pace and product. Support self-directed learning and effective classroom management.

  47. Flexible groupings

  48. Types of groups • Learning partners (1/1) • Small groups (3-5) • Half-class/half-class

  49. Learning partners (1/) • For accuracy checks • For reading aloud • For peer editing • For peer teaching

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