Differentiating Within Classrooms Math Reading and Writing Blocks
Differentiating Within Classrooms Math, Reading, and Writing Blocks Belle View 2008
The Belle View Mission Statement At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student.
Belle View’s mission statement leads to the goal of… Closing the Achievement Gap While Raising the Bar For All Students Putting the most powerful instructional strategies into flexible groups during the math, reading, and writing blocks.
Small Ability-Grouping Effects (When Compared to Whole Class Teaching) Synthesis Study Focus Average Gains Slavin, 1987 Ability grouping (general) Small to Moderate Kulik & Kulik, 1987 Ability grouping (general) Small Kulik & Kulik, 1991 Ability grouping (general) Small Lou et al. , 1996 Ability grouping (general) Small Low-ability students Small to Moderate Medium-ability students Small High-ability students Small Effect Sizes: . 20 = Small Effect . 50 = Moderate Effect . 80 = Large Adapted from Marzano, 2001
Ability Grouping Effects (When Compared to Heterogeneous Grouping For Subject/Class) Ability Level of Students Average Gains Low ability Negative gain Medium ability Moderate gain High ability Small gain Many believe the trade-off for ability grouping is not worth the practice. There’s got to be a better way. Adapted from Marzano, 2001; Lou et al. , 1996
Some Thoughts on Why This Happens, the Achievement Gap, and Change n n Numbered Heads Together Participants number off. Numbered groups discuss their quote. Each group will need a spokesperson. Participants round robin their view points on the quote. Follow up with continued discussion. Facilitator guides whole group discussion as each spokesperson shares each group’s main points and/or questions.
Group One “Another reason for the decline in this practice [ability grouping by class] might be that many educators have made strong claims that ability grouping promotes inequity—in other words, it does little to narrow the gap between the ‘low ability students and the middle and high ability students. ’” (Marzano, 2001)
Main Points From Group One n n n Research showing not much progress Benefit from intellectual discussion and will try harder to achiever Teacher will use a richer vocabulary Varies by subject perspective Multiple forms of grouping within the class
Group Two “ Unfortunately, in many classrooms, this [ability grouping] is the only form of grouping used in reading instruction. These group assignments tend to become fixed, and many children remain in the same level of grouping throughout their elementary years (pg. 2)…by third or fourth grade group assignments are relatively fixed. ” (pg. 6) Caldwell & Ford, 2002
Main Point From Group Two n n n Yes some ability grouping, but that is not the only type of grouping available Centers, interest groups, focus groups Not the olden days…where kids stay in groups all day
Group Three “’In whole class instruction, there is often an emphasis on the uniformity, rather than the diversity, of instruction. ’ As well, whole -class instruction has been dominated by a transmission approach to learning…The emphasis is on ‘teacher explanations and encouragement, rather than on peer explanations and encouragement to promote learning. ’” (pg. 5 ) Caldwell & Ford, 2002
Main Points From Group Three n n n If you’re only hear yourself talking, then you may want to find ways to hear the kids’ voices Responsive classroom is the way to go Chatter matters
Group Four “Ability grouping also affects social interactions. Students tend to stay with their group on the playground…Another effect of placement…is the creation of different expectations for achievement on the part of both pupils and teachers…Teachers make fewer demands on low -group students and set less exacting standards. Low expectations often result in ‘self-fulfilling prophecy of low-performing students, thereby contributing to a cycle of failure and lowered academic achievement and motivation. ’” (pg. 6) Caldwell & Ford, 2002
Main Points From Group Four n n n Agreed that does effect social interactions because of lack of peer mentoring…will navigate with ability peers Heterogeneous groups may help mentoring groups Find the strengths for student
Group 5 Low-ability students working in heterogeneous groups do better than those limited to homogeneous environment. Some feel that mixed grouping allows for “just in time” feedback and explanation from higher level peers (Lou, 1996) which taps the strength of socially constructed learning (Vygotsky, 1978). Higher level kids develop deeper understanding of concepts through these explanations (Lou, 1996). Medium ability students tend to engage in the dialogue/explanation only when with similar ability students (Lou, 1996).
Main Points From Group Five n n n True and can be used across the board with any subject A time, guided reading, when ability groups will be better Age groups benefit as well
Group 6 “You can expect to face challenges with implementation whenever you face something new. Michael Fullan, an international authority on education reform and one of the foremost thinkers on change theory calls this the implementation dip. He reminds us that change is a process not an event. ” “A person who never made a mistake never tried anything new. ”—Albert Einstein (pg. 141 Differentiation in Action)
Main Points From Group 6 n n n A few people like change Process not the goal Easier with direction so the learning curve isn’t a circle
Towards a Shared Vision on Closing the Achievement Gap Recommend a voluntary discussion next Monday. If interested, then: n Read the chapter provided. n Choose one quote you want to discuss. n At the group we will use the structure “Save the Last Word For Me” to dig more deeply into the content and what it means to us.
FCPS Guides Schools To… n n Organize groups based on ability levels in conjunction with flexible grouping and to create cooperative learning opportunities consistently and systematically (but not to the point of overuse) (Marzano, 2001). Provide differentiation through the implementation of the 9 strategies via whole group instruction (15 -20 min/hour) and small group and independent work (40 -45 min/hour).
Our Current Understanding Differentiation is an important practice that will raise student achievement in language arts at Belle View.
Differentiation n n Differentiated instruction is a way to enhance learning for all students by engaging them in activities that respond to students’ readiness, interest, learning profile, and affect. Teachers can differentiate content, process, and product. Tomlinson, 2003
Learn in the Math, Reading, and Writing Blocks LEARN
Good Instruction Includes… Technique Gains Identifying similarities and differences Large Summarizing and note taking Large Reinforcing effort and providing recognition Large Homework and practice Moderate to large Nonlinguistic representations Moderate to large Cooperative learning* Moderate to large Setting objectives and providing feedback Moderate Generating and testing hypothesis Moderate Questions, cues, and advance organizers Moderate Adapted from Marzano, 2001
The Belle View Mission Statement At Belle View Elementary, we believe in educating the whole child. We develop each child’s academic, fine arts, technological, physical, and social skills to create a well-rounded student.
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