Differentiating Instruction Beginning the Journey In the end

Differentiating Instruction: Beginning the Journey "In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand respond to those differences, we fail many learners. " * * Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2 nd Ed. ). Alexandria, VA: ASCD. Erin Clark April 2016

Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning. ” Carol Ann Tomlinson

Key Principles of a Differentiated Classroom • The teacher is clear about what matters in subject matter. • The teacher understands, appreciates, and builds upon student differences. • Assessment and instruction are inseparable. • The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. • All students participate in respectful work. • Students and teachers are collaborators in learning. • Goals of a differentiated classroom are maximum growth and individual success. • Flexibility is the hallmark of a differentiated classroom. Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Assessment in a Differentiated Classroom • Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole. ) • Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Preassessment, formative and summative assessment are regular parts of the teaching/learning cycle. ) • Teachers assess student readiness, interest and learning profile. • Assessments are part of “teaching for success. ” • Assessment information helps students chart and contribute to their own growth. • Assessment MAY be differentiated. • Assessment information is more useful to the teacher than grades. • Assessment is more focused on personal growth than on peer competition.

Two Views of Assessment -Assessment is for: Gatekeeping Judging Right Answers Control Comparison to others Use with single activities Assessment is for: Nurturing Guiding Self-Reflection Information Comparison to task Use over multiple activities

FLEXIBLE GROUPING Students are part of many different groups – and also work alone – based on the match of the task to student readiness, interest, or learning style. Teachers may create skills-based or interest-based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random. 1 Teacher and whole class begin exploration of a topic or concept 3 5 7 9 Students and teacher come together to share information and pose questions The whole class reviews key ideas and extends their study through sharing The whole class is introduced to a skill needed later to make a presentation The whole class listens to individual study plans and establishes baseline criteria for success Students engage in further study using varied materials based on readiness and learning style Students work on varied assigned tasks designed to help them make sense of key ideas at varied levels of complexity and varied pacing 2 4 In small groups selected by students, they apply key principles to solve teachergenerated problems related to their study 6 Students self-select interest areas through which they will apply and extend their understandings 8 A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production

Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers Can Differentiate Through: Content Process Product According to Students’ Readiness Interest Learning Profile

for Interest – Readiness – Learning Profile by Self – Peers - Teachers

Flexible Grouping Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style. Teachers may create skills – based or interest – based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

A Differentiated Classroom in Balance F L E X I B L E Shared Vision Shared goals Inviting Conceptbased Product Oriented Sense Of Community Resource Time Groups Approaches to teaching and learning Shared responsibility Focused Safe Affirming Respect for individual Respect For Group Shared Challenge On-going assessment to determine need Feedback and grading ZPD Target Tomlinson-oo

How Does Research Support DI? • Differentiated Instruction is the result of a synthesis of a number of educational theories and practices. • Brain research indicates that learning occurs when the learner experiences moderate challenge and relaxed alertness –readiness • Psychological research reveals that when interest is tapped, learners are more likely to find learning rewarding and become more autonomous as a learner.

Checklist for Brain Based Classrooms Brain organization and Building safe environments: q Do students feel safe to risk and experiment with ideas? q Do students feel included in the class and supported by others? q Are tasks challenging enough without “undo distress? ” q Is there an emotional “hook” for the learners? q Are there novel, unique and engaging activities to capture and sustain attention?

Checklist for Brain Based Classrooms Recognizing and honoring diversity: q Does the learning experience appeal to the learners’ varied multiple intelligences and learning styles? q May the students work collaboratively and independently? q May they “show what they know” in a variety of ways? q Does the cultural background of the learners influence instruction?

Checklist for Brain Based Classrooms Assessment: q Is there enough time to explore, understand transfer the learning to long term memory (grow dendrites)? q Is there time to accomplish mastery? q So they have opportunities for ongoing, “just in time” feedback? q Do they have time to revisit ideas and concepts to connect or extend them? q Is metacognitive time built into the learning process? q Do students use logs and journals for reflection and goal setting?

Checklist for Brain Based Classrooms Instructional Strategies: q Are the expectations clearly stated and understood by the learner? q Will the learning be relevant and useful to the learner? q Does the learning build on past experience or create a new experience? q Does the learning relate to their real world? q Is it developmentally appropriate and hands on? q Are the strategies varied to engage and sustain attention? q Are there opportunities for projects, creativity, problems and challenges?

Checklist for Brain Based Classrooms New Models: q Do students work alone, in pairs and in small groups? q Do students work in learning centers based on interest, need or choice? q Are some activities tiered to provide appropriate levels of challenge? q Is compacting used to provide enrichment and challenge? q Is integrated curriculum, problem based and service learning considered? q Are contracts negotiated to provide appropriate learning activities for students?

Best Practices for Standards-based Instruction Best Practice, New Standards for Teaching and Learning in America’s Schools Zemelman, S. , Daniels, H. & Hyde, A. (1998). Portsmouth, NH: Heinemann

Best Practices for Standards-based Instruction Within these recommendations, growth does not necessarily mean moving from one practice to another, discarding a previous instructional approach and replacing it forever. Instead, teachers add new, effective alternatives to a widening repertoire of choices, allowing them to alternate among a richer array of activities, creating a richer and more complex balance of instruction.

Best Practices for Standards-based Instruction From: Physical Facilities To: • Set-up for teachercentered instruction (separate desks) ØSet-up for studentcentered instruction (tables or groupings) • Rows of desks ØClusters, centers, etc. • Bare, unadorned space ØStudent work, friendly • Textbooks and handouts ØPurposeful materials

Best Practices for Standards-based Instruction Classroom Climate / Management From: To: • Punishment and rewards ØEngagement and community • Teacher-created and enforced rules • Passive learning • Solely ability grouping • Rigid schedule ØStudents help set and enforce norms ØPurposeful engagement ØFlexible grouping ØFlexible time based on activity

Best Practices for Standards-based Instruction Student Voice and Involvement Balanced with teacher-chosen and teacher-directed activities: üStudents often select inquiry topics, books, writing topics, etc. üStudents maintain their own records, set goals, and self-assess üSome themes / inquiries are built from students’ own questions üStudents assume responsibility and take roles in decision making

Best Practices for Standards-based Instruction Activities and Assignments From: To: • Teacher presentation ØStudents experiencing concepts • Whole-class instruction ØCenters, groups, variety • Uniform curriculum ØTopics by students’ needs or choice • Short-term lessons • Memorization and recall • Short responses, fill-in-theblank • Same assignments ØExtended activities ØApplication and problem solving ØComplex responses, evaluations and writing ØMultiple intelligences, cognitive styles

Best Practices for Standards-based Instruction Language and Communication From: To: • Forced constant silence ØNoise, conversation alternates with quiet • Short responses ØElaborated discussions • Teacher talk ØStudent-teacher, student • Focus on facts ØSkills, concepts, synthesis, evaluation

Best Practices for Standards-based Instruction From: Student Work and Assessment To: • Products for teacher / grading ØProducts for real events / audience • No student work displayed ØHigh quality / all students • Identical, imitative products ØVaried and original products • Feedback = scores or grades ØSubstantive, varied, formative feedback • Seen / scored only by teacher ØPublic displays and performances • Teacher grade book ØStudent-maintained portfolios, assessments • Standards set during grading ØStandards co-developed with students

Best Practices for Standards-based Instruction Teacher Attitude and Initiative Toward Students: From Distant, negative, fearful or punitive To Positive, respectful, encouraging and warm üFrom Blaming students to Reasoning with Students üFrom Directive to Consultative

Best Practices for Standards-based Instruction Teacher Attitude and Initiative Toward Self: üFrom Helpless victim To Risk taker, experimenter, creative agent üFrom Solitary adult To Member of team within school and network beyond school üFrom Staff development recipient To Directing own professional growth üFrom Role of expert or presenter To Coach, mentor, model and guide

Have you ever said … ’I just don’t know what to do with that kid’? (Remember, don’t overgeneralize. There’s great diversity in all groups!!!) Persistent Underachievement All Learners in Academically Diverse Classrooms • Help the student accept control over his/her decisions and life. • Help students understand that everyone has strengths and weaknesses. • Be clear and specific about tasks and requirements. • Celebrate and understand student learning differences. • Use appropriate consequences for work done/not done. • Help students learn the power of controlling what they can in their lives. • Break tasks into small segments. • • Check in with the student often. Help them understand our shared needs for success, to belong, to trust, the future, etc. • Be firm but warm. • Help them see that each person is irreplaceable – uniqueness is a plus. • Don’t tell him/her you know he/she can do the work. • Help students learn to set their own goals and chart their progress. • Coordinate approaches with a counselor and • parents when possible. Teach in varied readiness levels, interest and ways of learning;

(Remember, don’t overgeneralize. There’s great diversity in all groups!!!) Students with Retardation or Similar Struggles Students with Learning Disabilities • • • Emphasize strengths. • Focus on essential concepts and principles as a context for applying IEP skills. • Use IEP goals in ways that integrate students with their peers rather than isolating them. • Whenever possible, teach for meaning rather than rote – uild frameworks of meaning. • Spotlight the student’s legitimate successes and contributions. • Use small groups for teaching needed skills, re-teaching by need. Develop ways to compensate for weaknesses so they don’t inhibit what the student can do. Help the student distinguish between and explain both strengths and weaknesses, as well as plans for both. • Shoot high and then scaffold the weakness. • Be clear about what the student should know, understand, and be able to do – but offer options for explanation, expression and assessment.

(Remember, don’t overgeneralize. There’s great diversity in all groups!!!) • Advanced Learners Emphasize quality of thought and expression vs. accuracy. • Students with Behavior Problems Coordinate efforts and strategies with specialists. • Balance student choice and teacher choice tasks to allow independence but still ensure encounters with rigor. • Help the student articulate difficult areas and learn to look for signs of them. • Help the student learn to compete against him/herself. • Be sure the student has an easy “way out” of tough spots. • Necessitate and commend intellectual risk and perseverance. • Provide “safe” spaces to be alone / work alone. • When “raising the ceiling, ” support the climb! Teach for success. • Acknowledge successes. • Allow choices when feasible. • Be flexible about movement. • • Be flexible. Invite student imput. Use small groups to extend thought and skills levels.

(Remember, don’t overgeneralize. There’s great diversity in all groups!!!) Second Language Learners Culturally Diverse Learners • Link classroom & ESL resource work. • Help build peer-support systems. • Ensure that the student has useful tasks at all times andis accountable for them (listening/reading with tapes, writing, translating, vocabulary practice). • Be sure you offer varied working arrangements and modes of expression. • Don’t let the student sit idle and isolated. • • Use students who can bridge the two languages. Invest time in the student in ways that communicate your berlief in his/her success. • Plam specific ways each day to involve the student in coversation & contribution. Help the student develop “school skills” that may be weak. • Teach from whole to part. • Chart growth vs. only comparison • • Use small groups for teaching next-step skills. Be clear about expectations and that students both understand know how to achieve them. Don’t let work slide. • Emphasize contextualized learning. •

THINKING ABOUT ON-GOING ASSESSMENT STUDENT DATA SOURCES 1. Journal entry 2. Short answer test 3. Open response test 4. Home learning 5. Notebook 6. Oral response 7. Portfolio entry 8. Exhibition 9. Culminating product 10. Question writing 11. Problem solving TEACHER DATA MECHANISMS 1. Anecdotal records 2. Observation by checklist 3. Skills checklist 4. Class discussion 5. Small group interaction 6. Teacher – student conference 7. Assessment stations 8. Exit cards 9. Problem posing 10. Performance tasks and rubrics

Learner Profile Card Gender Stripe Auditory, Visual, Kinesthetic Analytical, Creative, Practical Modality Sternberg Student’s Interests Multiple Intelligence Preference Gardner Array Inventory

Some Traits of Quality Curriculum & Instruction • Promotes understanding • Engaging (mentally and affectively) • Focuses on Knowledge, concepts, understandings, & skills valued by experts in a discipline • Rich, deals with profound ideas • Tightly focused goals & components • Joyful / satisfying • Coherent (sensible to the learner, organized to promote retention & use) • Seems real (is real) to the student • Helps learner feel more powerful & purposeful in his/her world • Requires high level thinking • Fresh, surprising, curiosity-provoking, interesting • Provides choices • Clear in expectations • Allows meaningful collaboration • Focused on products meaningful to students & others • Connects with students’ lives & world • Calls on students to use what they learn in interesting & important ways. • Involves students in setting goals for their learning & assessing progress toward those goals • Stretches the student Some Traits of Quality Differentiation • Rooted in student need • an extension of high quality curriculum • Derived from on-going assessment • Respectful of each learner • Builds community • Involves students as decision –makers • Demonstrates teacher-students partnerships in teaching & learning • Growth focused • Scaffolds growth for each learner • Supports successful collaboration • Stretches each learner • Promotes & rewards individual excellence • Addresses readiness, interest, & learning profile • Attends effectively to gender & culture • Spans content, process, & product • Effective & varied use of instructional approaches • Teaches students to take responsibility for own learning • Flexible use of time, space, materials, groupings • Maximizes opportunity to “show what you know” • Balances student & teacher choice • Planned (proactive) plus tailoring • Occurs when either teacher or student is on center stage • Includes whole class, small group, & individual instruction • Supports success for each learner & the class as a whole • Builds collaborations with parents Tomlinson/UVa/2000

to Differentiate Content • Reading Partners / Reading Buddies • • • • Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with Teacher Prompt Choral Reading/Antiphonal Reading Flip Books Split Journals (Double Entry – Triple Entry) Books on Tape Highlights on Tape Digests/ “Cliff Notes” Notetaking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share/Preview-Midview-Postview Tomlinson – ‘ 00

TO DIFFERENTIATE PROCESS • Fun & Games • RAFTs • Cubing, Think Dots • Choices (Intelligences) • Centers • Tiered lessons • Contracts

Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4 -MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION To Differentiate Instruction By Readiness To Differentiate Instruction By Interest To Differentiate Instruction by Learning Profile ٭ equalizer adjustments (complexity, open -endedness, etc. ٭ add or remove scaffolding ٭ vary difficulty level of text & supplementary materials ٭ adjust task familiarity ٭ vary direct instruction by small group ٭ adjust proximity of ideas to student experience ٭ encourage application of broad concepts & principles to student interest areas ٭ give choice of mode of expressing learning ٭ use interest-based mentoring of adults or more expert-like peers ٭ give choice of tasks and products (including student designed options) ٭ give broad access to varied materials & technologies ٭ create an environment with flexible learning spaces and options ٭ allow working alone or working with peers ٭ use part-to-whole and whole-to-part approaches ٭ Vary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract) ٭ adjust for gender, culture, language differences. useful instructional strategies: - tiered activities - Tiered products - compacting - learning contracts - tiered tasks/alternative forms of assessment useful instructional strategies: - interest centers - interest groups - enrichment clusters - group investigation - choice boards - MI options - internet mentors useful instructional strategies: - multi-ability cooperative tasks - MI options - Triarchic options - 4 -MAT CA Tomlinson, UVa ‘ 97

Thinking About the Role of Instructional Strategies in Differentiation Strategy for Differentiation Primarily Used to Differentiate Positives Cautions Tiered Assignments Readiness Meat & Potatoes differentiation Must use as only part of a flexible grouping pattern Tiered Products Readiness, Interest, Learning Profile Can be passion-producing Must provide coaching for quality Learning Contracts Readiness Encourage student autonomy Be sure to blend skill and content Drill-Focused Cooperative Tasks Low End Readiness Deals with coverage and mastery issues May aggravate have/have not status Thought/Production Focused Cooperative Tasks Interest, Learning Profile Involves all students with high level tasks Be sure tasks call for varied intellectual skills Alternative Assessments Readiness, Learning Profile More of a real-world way of measuring student learning Be sure assessment focus on essential understandings and skills Graduated Rubrics Readiness Clear coaching for quality and success Take care to stress ideas and process more than mechanics Choice Boards Readiness, Interest Balances teacher choice and student choice Teacher choice should target readiness Learning Centers Readiness Can target varied skills levels in a class Don’t send all students to all centers

Thinking About the Role of Instructional Strategies in Differentiation, cont’d Strategy for Differentiation Primarily Used to Differentiate Positives Cautions Interest Centers Interest Can link classroom topics to areas of student talent and interest Be sure centers provide depth or breadth (vs cute) Enrichment clusters Interest, Learning profiles Stresses student choice and students as producers of useful products Lose their punch without teachers skilled in the cluster domain Compacting High End Readiness Can reduce unnecessary redundancy for advanced or eager learners Loses its punch unless Column 3 is rich and challenging Peer Tutoring Low End Readiness Gives struggling learners additional explanation opportunities Can over-use high end learner in teacher role and may short change struggling learner if tutor is weak Multi Ability Options (MI, Triarchic Theory) Interest, Learning Profile Encourages teachers to be flexible in planning routes to learning Can easily become just a learning style vs. intelligence approach 4 -MAT Learning Profile Helps teachers be more conscious of student learning style/mode Can become formula-like – does not address readiness Independent Study Interest Encourages student autonomy in planning and problem-solving Students need an amount of independence suited to their readiness for it Small Group Direct Instruction Readiness Cuts down size of class and increases student participation Students not being taught must be well anchored

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