Differentiated Instruction: Leading the Way

1. Differentiated Instruction: Leading the Way Lindsborg, Kansas Smoky Valley Schools July 27, 2006 Sandra W. Page Consultant and ASCD Faculty Member bookpage@nc.rr.com 350 Warren Court Chapel Hill, NC 27516 919/929-0681

2. How we’ll spend our time together … • Define the theory and practices of differentiated instruction • Examine and analyze a few differentiated examples • Determine how to introduce differentiation to a staff • Discuss staff development priorities for faculties • Discuss and plan for next steps in the support of improvement of instructional practices: professional learning, and follow-through

3. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

4. Differentiated Instruction is a teacher’s response to learner’s needs guided by general principles of differentiation, such as ongoing assessment and adjustment respectful tasks flexible grouping clear learning goals appropriate degree of challenge Teachers can differentiate Content Process Product Environment Readiness Interest Learning Profile through a range of instructional strategies Multiple intelligences Jigsaw Taped materials Anchor activities Varying organizers Varied texts Varied supplementary materials Literature circles RAFTs Tiered lessons Tiered centers Tiered products Learning contracts Small group instruction Group investigation Orbitals Independent study Skill Improvement Centers 4-MAT Varied questioning strategies Interest centers Interest groups Varied homework Compacting Varied journal prompts Complex instruction Etc.

5. GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner Readiness Interest Learning Profile

6. Establish the essential learnings a student is required to master in order to graduate, and adjust the curriculum and teaching strategies to realize that goal. 1. Devise a process to formulate essential learnings that takes into account state standards and the standards set by individual disciplines and the school community. 2. Focus on mastery, not coverage. 3. Raise the level of academic rigor in all classes. 4. Open honors, AP, and IB classes to all students. 5. Initiate interdisciplinary instruction, teaming, and an appropriate emphasis on real-world applications. 6. Reorganize traditional departmental structures to integrate the school’s curriculum to the extent necessary and emphasize depth over breadth of coverage. 7. Teach literacy across the curriculum. 8. Insist on heterogeneous grouping of classes. 9. Align student activities, service learning, and internships with essential learnings. Breaking Ranks: Strategies for Leading High School Reform National Association of Secondary School Principals • p. 11

7. Learning Profile Factors Learning Environment quiet/noise warm/cool still/mobile flexible/fixed “busy”/”spare” Group Orientation independent/self orientation group/peer orientation adult orientation combination Gender & Culture Intelligence Preference analytic practical creative verbal/linguistic logical/mathematical spatial/visual bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist existential Cognitive Style Creative/conforming Essence/facts Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or Object oriented Concrete/abstract Collaboration/competition Interpersonal/introspective Easily distracted/long Attention span Group achievement/personal achievement Oral/visual/kinesthetic Reflective/action-oriented

8. Sternberg’s Three Intelligences Creative Analytical Practical • We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. • We should strive to develop as fully each of these intelligences in students… • …but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas.

9. Biology – A Differentiated Lesson Using Sternberg’s Intelligences Learning Goals: Know - Names of cell parts, functions of cell parts Understand - A cell is a system with interrelated parts Do – Analyze the interrelationships of cell parts/functions Present understandings in a clear, useful, interesting and fresh way. After whole class study of a cell, students choose one of the following sense-making activities.

10. Sternberg Intelligence Preferences continuedAnalytical: Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

11. Sternberg/Biology (cont’d) Practical: Look around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy (“best” most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

12. Sternberg/Biology (cont’d) Creative: Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, it’s parts, and their interrelationships. Your ahas should trigger ours. or Tell a story that helps us understand a cell as a system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

13. Sternberg/ Biology continuedProcess • Students share their work in a 3 format (2 times)– • first triads of students who completed the same option, • then triads with each of the 3 categories represented. • This is then followed by a teacher-led, whole class discussion of cells as systems, then a “Teacher Challenge” in which the teacher asks students to make analogies or other sorts of comparisons between cells, cell parts, or interrelationships and objects, photos, or examples produced by the teacher. • The teacher administers an end of chapter test that is the same for all.

14. Understanding Number Make a number chart that shows all ways you can think of to show 5. Analytic Task Find as many things as you can at school and at home that have something to do with 5. Share what you find with us so we can see and understand what you did. Practical Task Creative Task Write and/or recite a riddle poem about 5 that helps us understand the number in many, unusual, and interesting ways.

15. Equations of Lines • Know: • Forms of the equations of lines: General, Standard, Point – Slope, Vertical and Horizontal • Understand: • All forms of equations of lines represent the same line. • Given an equation of a line in one form, any other form can be generated. • Do: • Find other forms of equations of lines given one form. • Find the strengths, weaknesses and applications of each form of equation.

16. Equations of Lines • Analytical Compare the various forms of equations of lines. You may make a flow chart, table or any other idea to present your findings to the class. Be sure ton consider advantages and disadvantages of each. • Practical: Decide how and when each form of the equation of a line is best used. What are the strengths and weaknesses of each form? What specifically should you look for in order to decide which form to use? Find a way to present your conclusions to the class. • Creative: Put each form of an equation of a line on trial. Prosecutors should try to convince the jury that the form is not needed, while the defense should defend its usefulness. Group members are the various equation forms and the prosecuting and defense attorneys. The rest of the class will be the jury, and the teacher will be the judge.

17. Thinking About the Sternberg Intelligences ANALYTICAL Linear – Schoolhouse Smart - Sequential Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVE Innovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.

18. There are many themes throughout this work, but if one theme could be extracted that is overarching and paramount, it is a message that the high school of the 21st century must be much more student-centered and above all much more personalized in programs, support services , and intellectual rigor. --Breaking Ranks: Changing an American Institution, Executive Summary National Association of Secondary School Principals • Reston, Va. • p. 1

19. Tiered Assignments • In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and prompts continued growth. • While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and work at high levels of thought. • Assessment-based tiering allows students to work in their “Zone of Proximal Development” or in a state of “moderate challenge.”

20. BRAIN RESEARCHReticular Activating SystemRAS = “Toggle Switch” Only one of these three states is activated (aroused) at a time: “Certain motivational states which interfere with learning condition are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little.” – Howard Gardner Learning only happens when the toggle switch is in the middle position

21. 2 • ZIGZAG – • One hand • Other hand • Increased speed • Change pattern to simulate going around opponents • In and out of pylons as fast as possible • Change hand • Increase speed • Dribble with one hand – and a partner playing defense. • Increase speed and use other hand • Trade roles • Through pylons, alternating hands, & partner playing defense • Increase speed • Trade roles 3 4 5 Elementary Physical Education Tiered Lesson  SKILL: Dribbling and basketball 1 • Dribble from point A to point B in a straight line with one hand • Switch to the other hand and repeat. • Use either hand and develop a new floor pattern from A to B (not a straight line)

22. Grade K Counting (Skill) Grade K Key Concept: Patterns 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. Generalization: Scientists Classify by Patterns Use carpenter’s aprons to collect “data” through a nature walk. At Science Center: • 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 with categories on it Sample grid – students create own grid Students decide how to show categories and contents Tomlinson ‘97

23. Alien invasion Provide each student with a sheet of “aliens” with varied numbers of arms, legs, eyes, noses, mouths, and ears. Target Group Student A selects one of the aliens. Student B asks questions in an attempt to figure out which Alien student A selected. Student A answers the questions in complete sentences. All questions must be “yes” “no” questions having to do with the aliens’ features. Students then switch roles. Advanced Group Student B also asks questions about why the alien is formed as it is. Student A makes up responses. In the end, the students write a descriptive statement about the structure and function of the alien. Students then switch roles.

24. Alien invasion continued… Struggling Group If there are students who cannot succeed with the target activity, the teacher can provide ONE of the following: • A list of possible questions in the language • A list of helpful vocabulary • A brief period of teacher coaching to help students develop a model for the task. Following this initial activity, students design, describe and name their own alien. These are displayed in the classroom and the whole class engages in a questioning activity to determine who created each alien. (Ex: Does Will’s alien have long legs?) Based on a differentiated Spanish I activity developed by Ellin Gallagher, Park City, Utah, from Enhancing Foreigh Language Instruction in Your Classroom by Barbara Snyder.

25. OPTIONS FOR DIFFERENTIATION OF INSTRUCTION To Differentiate Instruction By Readiness To Differentiate Instruction By Interest To Differentiate Instruction by Learning Profile CA Tomlinson, UVa ‘97

26. Writing Bingo: Contract or Anchor ActivityTry for one or more BINGOs this month. Remember, you must have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide your work.

27. Novel Think-Tac-Toebasic versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, rich with detail, and accurate

28. Novel Think-Tac-Toe advanced versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, insightful, and elegant in expression.

29. Begin Slowly – Just Begin!

30. Continuum of DifferentiationFrom differentiation as a strategy toward differentiation as a way of thinking about teaching. from Carol Ann Tomlinson

31. Conditions for Highly Motivating Classrooms for Diverse Learners • Establishing Inclusion • Question: How does the learning experience contribute to the development • of participants as a community of learners who feel respected by • and connected to one another and to the teacher? • Criteria: Respect and Connectedness • Developing a Positive Attitude • Question: How does the learning experience offer meaningful choices • and promote personal relevance to contribute to participants’ • positive attitude? • Criteria: Choice and Relevance

32. Conditions for Motivating Classrooms (cont’d) • Enhancing Meaning • Question: How does the learning experience engage participants in • challenging learning that has social merit? • Criteria: Challenge and Engagement • Engendering Competence • Question: How does the learning experience create participants’ • understanding that they are becoming more effective in • authentic learning that they value? • Criteria: Authenticity and Effectiveness Ginsberg, M., & Wlodkowski, R. (2000). Creating highly motivating classrooms for all students. San Francisco: Jossey-Bass, p. 48.

33. Leading the way to Differentiation: How to start • Determine that differentiation is the focus of discussion for group (faculty/admins) • Agree on common, consistent meaning of vocabulary: • Assessment /preassessment/ adjust instruction • Flexible grouping • Learning goals – essential understandings • Etc.

34. Getting started, continued • Brainstorm what excellence in a differentiated classroom looks like • Sort the brainstorm list into 4-5 common headings (suggested: Learning Environment, Content, Process, Product, Classroom Management) • Self-assess/group assess priorities for focus of staff development and observations and support, in short term • Offer support, staff development, and goals for differentiation that are in School Improvement Plans.

35. Try generating some exemplary practice statements about differentiation. What would you see in a differentiated classroom? What would students be doing? What would a teacher say? How would you know that learning is happening? How would you know that students were engaged and challenged?

36. Leadership in Differentiation To be effective in using differentiation, site administrators and central office should be: Consistent, Insistent and Persistent Consistent: • Use vocabulary that is clear and commonly understood by the principal, the parent, the teacher • Articulate the philosophy: Kids differ. Professional teachers act robustly to address the differences. • State the expectations: all of us must grow in responsiveness. That we must change / grow / differentiate is non-negotiable; the path that we each may take is negotiable. • Incorporate an umbrella image – these are overarching goals, for everyone, and these can and do encompass other areas like literacy in technology or reading competency.

37. Leadership in Differentiation Persistent: • State and follow long term goals at all levels: classroom, school site, district • State and follow short term goals at all levels • Set time-lines so that everyone knows these goals are not going away • Connect with all initiatives: standards, math assessment, technology • Provide on-going sharing of “how” • Provide on-going sharing of results throughout the school and district Insistent: • Require that differentiation be part of teacher plans • Require that differentiation be part of school plans • Require that differentiation be part of all staff development • Link differentiation to observations, feedback, peer review, mentoring, evaluations

38. How to Communicate to Teachers that Differentiation is Expected • Require goals in teacher professional development plans • Through observation process • Staff development offerings at school site that are mandatory • On-site and off-site peer observations • Study groups • Structured, collaborative planning time specified for the development of effective, differentiated instruction • Select a limited number of specific strategies that all will agree to use

39. Note-taking while watching the video

40. THINKING ABOUT THE DAY…. What do you understand better? What were the big ideas? What are the implications for your work? What questions do you still have?

41. Leading the way to Differentiation: How to start • Determine that differentiation is the focus of discussion for group (faculty/admins) • Agree on common, consistent meaning of vocabulary: • Assessment /preassessment/ adjust instruction • Flexible grouping • Learning goals – essential understandings • Etc.

42. Getting started, continued • Brainstorm what excellence in a differentiated classroom looks like • Sort the brainstorm list into 4-5 common headings (suggested: Learning Environment, Content, Process, Product, Classroom Management) • Self-assess/group assess priorities for focus of staff development and observations and support, in short term • Offer support, staff development, and goals for differentiation that are in School Improvement Plans.

43. Try generating some exemplary practice statements about differentiation. What would you see in a differentiated classroom? What would students be doing? What would a teacher say? How would you know that learning is happening? How would you know that students were engaged and challenged?

44. Reflective Walkthroughs A walk-through is a data-gathering technique for working with teachers, school improvement planning, and staff development.

45. Ensure that teachers use a variety of instructional strategies and assessments to accommodate individual learning styles. 1. Conduct inventories of instructional strategies through observations to discover whether or not teachers are using a variety of strategies. 2. Allow students to construct knowledge. 3. Provide development and teaming opportunities so that teachers learn how to incorporate seminars, inquiry-based learning, cooperative learning, debates, field experiences, independent study, laboratories, reflection, and project-based learning into the traditional repertoire of lectures, question and answer periods, etc. Breaking Ranks: Strategies for Leading High School Reform National Association of Secondary School Principals • p. 11

46. The objective of a walk-through is to influence: • Reflective, self-directed, self-analyzing, interdependent teachers who examine their own practices • Teachers continually willing to improve their teaching • Teachers who are committed to teaching the district curriculum and working toward even higher student achievement.