DIFFERENT ROADS TO THE SAME DESTINATION Differentiated Instruction

DIFFERENT ROADS TO THE SAME DESTINATION Differentiated Instruction at the Secondary Level Kandy Smith, School Consultant Tennessee State Improvement Grant

This Power. Point is available at: Tennessee State Improvement Grant Website: http: //sig. cls. utk. edu/ Under General Products (for now) Differentiated Lesson Plan Template Under 4 th-8 th Grade Products

DIFFERENTIATED INSTRUCTION Offering students a variety of ways to explore curriculum content Providing options Providing re-teaching, second chances Large group/ small group combination

DIFFERENTIATED INSTRUCTION Does NOT mean expecting different learning outcomes from different students – we’re expecting them all to learn the curriculum standards and more Does NOT mean abandoning traditional assessments

EXPLORATION OF LEARNING DIFFERENCES Lev Vygotsky Zone of Proximal Development Maria Montessori Individualized Instruction Robert Sternberg Learning Profile Approach Howard Gardner Theory of Multiple Intelligences

VYGOTSKY: ZPD

MONTESSORI: INDIVIDUALIZED INSTRUCTION Lifelong love of reading Community service Is competition necessary? Teaching peace, supporting the inner spirit of the child

STERNBERG: LEARNING PROFILE APPROACH

GARDNER: THEORY OF MULTIPLE INTELLIGENCES

THOUGHTS ABOUT DIFFERENTIATION “The proportion of the school day allotted to wholeclass instruction is a predictor of a school’s academic achievement. ” Dr. Richard Allington University of Tennessee What Really Matters in Response to Intervention

DIFFERENTIATED INSTRUCTION Certainly helps us to meet the federal guidelines (NCLB and IDEA) of providing best practice instruction for every student AT THE SAME TIME We have a pressure to make sure that all students meet local, state, and national standards. � Do standards require a once-size-fits all approach to instruction?

CAROL ANN TOMLINSON “There’s absolutely no contradiction between excellent standards-based instruction and excellent differentiated standards-based instruction. ” She argues that most standards are not finite points to be memorized but consist of skills such as problem solving, communicating clearly in paragraphs, analyzing test, or using maps for information purposes. “Those things can nearly all be accomplished by primary grade students as well as Ph. D. s – just at different levels of complexity and with different levels of support. ”

HOW CAN HIGH SCHOOL TEACHERS PROVIDE DIFFERENT ROADS FOR STUDENTS TO REACH THE SAME DESTINATIONS?

IT’S CERTAINLY GOING TO INVOLVE… Less large group direct instruction Less “read the chapter and answer the questions at the end” Less (NO!) Round-Robin reading Less teacher-centered learning More student-centered learning

TEACHER-CENTERED LEARNING Teacher as content area specialist � Container of knowledge � Pours it into students’ heads Standardized Instruction More facts-based approach Teacher works the hardest

STUDENT-CENTERED LEARNING Student choice from options designed by teacher Students working in groups with and without the teacher More student work More concept-based approach More motivating to most kids

WHAT IT DOESN’T MEAN TO THE TEACHER Time to do other things while kids work � Check email � Grade papers Plan the lesson and then assign: � Above-average students do 15 � Average students do 10 � Below-average students do 5 (That’s modification, not differentiation)

LET’S LOOK AT A SPECIFIC CURRICULUM STANDARD AND THINK ABOUT DIFFERENTIATING THE LEARNING OF THAT STANDARD

DIFFERENTIATION Maximize the capabilities of all students Moving all students toward proficiency in the knowledge and skills established in state and local standards Based on student readiness, student learning preferences Excludes no child from the learning 19

DIFFERENTIATION Base it on immediate pre-assessment Base it on what we know about students as learners � Always be willing to allow students to improve � Always be willing to support students who may be experiencing situational struggles 20

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AN EXAMPLE: ENGLISH I 29

STANDARD 2. 3 D Select a logical word or phrase to complete an analogy. 30

• 2. 3 D Select a logical word or phrase to complete an analogy. 31

Word relationships Sometimes written in the “blank is to blank as blank is to blank” format. Some frequently used analogies Word relationships assist our learning. 32

AS YOU PLAN ANY LESSON… Search the internet See if there’s something out there you might want to use “as is” or adapt Use ideas, technology games and activities to support learning 33

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We will review the term analogy. We will then do some analogies together. After we do some analogies together, we’ll do a quick pre-assessment. I will then call “class in a class” small groups and work with students on analogy activities. Students will also work in pairs or alone on some analogy practice. 38

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Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skillful questioning). 42

Our essential questions might be: How do analogies help us think about relationships? How do analogies help us to understand new concepts? How do they improve our writing? How do they make the reading more interesting? 43

Why are analogies important in our lives? Why would one of the tests that people take before they are admitted to graduate school be a test that consists of 100 analogies – the Miller’s Analogy test? Which might be more helpful in life and why: knowing the definition of a word or being able to use it in an analogy? 44

After completing a quick review and a few analogies together, students will complete individually a practice sheet of analogies. Teacher collects – Gives each student his sheet back when he is called as part of a group to the small group table – might use equity sticks to call groups. 45

As students come to the table, we’ll discuss the sheet they completed individually. As we discuss, I’ll make a note of who’s where in their knowledge of analogies with Level one being at the lowest level. 46

I will conduct some informal assessment in the small group instruction. At the end of the study, students will complete a formal assessment concerning analogies. 47

Those who don’t seem to get it – we do some more together, maybe play one of the games, I briefly repeat what was said in large group For those who “get it” – maybe provide a few more difficult, challenging ones – examples from Miller’s Also – we’ll discuss the essential questions. 48

I will maintain a list of analogies that we can work on as time permits. Exit cards from time to time concerning analogies I will also assist students in seeing analogies in our reading. Students will be encouraged to employ analogies in their own writing. 49

So that would be how to conduct differentiation by doing a pre-assessment in the classroom block In this case, the pre-assessment comes after a quick review of the topic, not cold 50

ANOTHER WAY TO DIFFERENTIATE 51

SET GROUPS TO PULL FOR SMALL GROUP Base it on what we know about students as learners � Always be willing to allow students to improve � Always be willing to support students who may be experiencing situational struggles � Always try to mix this with the other type of group where you can just call five at a time – don’t want a “low” group if we can help it 52

ENGLISH III THE CRUCIBLE 53

SO MY LESSON PLAN LOOKS LIKE THIS Large group instruction � Discuss Arthur Miller briefly � Discuss Salem Witch Trials briefly � Discuss setting, characters Listen to part of recording or watch introduction of movie 20 or 30 minutes maximum 54

SMALL GROUP INSTRUCTION I call my “struggling readers” to the group We read together and stop and discuss, possibly using a graphic organizer or note-taking technique to support their learning. � Teacher think alouds, preview the vocabulary � Student discussion gives teacher information concerning student understanding These students leave the table with a reading assignment – could include listening to a CD, must include a support (graphic organizer, character chart, plot summary chart, etc. ) 55

SMALL GROUP INSTRUCTION I call my “average” readers to the group Their assignment while I was with the struggling group was to read. We discuss what they have read, clearing up any questions Same as “struggling group” – would offer support as they leave to go read alone 56

SMALL GROUP INSTRUCTION I call my “above average” readers to the group Their assignment while I was with the struggling group was to read. We discuss what they have read, clearing up any questions We also discuss more in depth Arthur Miller, his works, the implications of The Crucible to Mc. Carthyism, when the government blacklisted accused communists. (Miller himself was questioned by the House of Representatives' Committee on Un-American Activities in 1956. ) 57

TWO STRUCTURES FOR DIFFERENTIATION

STRUCTURE OF LESSON Large group instruction � Teacher direct instruction � Student practice � Student pre-assessment (or not) Small group instruction � Student pre-assessment used (or not) � Teacher ready to supplement Work station practice 59

CLASSROOM WOULD LOOK LIKE THIS… Teacher sits where he can see all students Works with a few at a time Student desks computers 60

SECOND OPTION: STRUCTURE OF LESSON Large group instruction � Teacher direct instruction � Student practice � Student pre-assessment Work station practice � Teacher overseeing each group, pair, individual during practice 61

CLASSROOM WOULD LOOK LIKE THIS… After direct instruction, students are “practicing” teacher is monitoring, assisting, supporting. Student desks computers 62

MANY TIMES IN HIGH SCHOOLENGLISH Classes are “tracked” because of scheduling So, many times classes are full of college-bound students, etc. Differentiation for college-bound students � Top ten, grades � Preparing for college 63

SO DIFFERENTIATION MAY BE BY ENTIRE CLASSES What I do with my first period college-bound group might not be the same as what I do with my non-college-bound students BUT – standards and curriculum should be the same Instruction will be differentiated 64

IN CONTENT AREA SUBJECTS If there are mixed ability levels, then differentiation is needed. Main issues: � Student reading abilities Teacher help with decoding part so that student abilities are left for comprehension CDs with textbooks � Vocabulary � Text difficulty If there can be less difficult text for students to read and still gain content curriculum standards, great. 65

BEST PRACTICE BULLETIN: DIFFERENTIATED INSTRUCTION: SECONDARY

ONE BIG TEACHER CONCERN Classroom management: � What if students have a conversation about something else while I’m teaching at the small group table and they’re supposed to be working in pairs or groups? Has to be stronger than ever; at the same time, students have to be treated with respect, allowed to make choices 70

71 Closing thoughts

NOT JUST ABOUT NCLB AND IDEA Students who are in school at the present time will need to be able to read in order to function as members of society Really, that’s already true: � Think about the last time you voted � Think about the FAFSA form that we have to complete for our kids

ADMINISTRATIVE ROLE IN DIFFERENTIATED INSTRUCTION “Keeper of the Vision” “Person who uses the pulpit of leadership to help teachers reflect on the need to meet students where they are. ”

QUESTIONS, COMMENTS 75

REFERENCES Allington, R. L. (2009). What really matters in response to intervention: Research-based designs. Boston: Pearson. Rakow, S. (2007). All mean ALL: Classrooms that work for advanced learners. Middle Ground Tomlinson, C. A. (2005). Differentiating instruction: Why bother? Middle Ground, 9 (1), 12 -14. Tomlinson, C. A. (2000). Focus on differentiated instruction [Electronic version]. Curriculum/Technology Quarterly, 9(3). doi: http: //webserver 3. ascd. org/handbook/demo/ctq/8 spr 00. html