dare to be a leader for differentiation deborah espitia coordinator of world languages & esol...
TRANSCRIPT
Dare to Be a Leader for Differentiation
Deborah Espitia
Coordinator of World Languages & ESOL
Leslie Grahn
World Language Resource Teacher
Howard County Public Schools, Maryland
Workshop Choice Board
Session Outcomes Participants will:
Revisit background knowledge of research and application of differentiation strategies.
Examine examples of differentiation strategies.
Explore leadership for differentiation, professional development, teacher support, and implementation.
Plan for next steps for implementing differentiation.
Let’s do a fuel gauge check
Think about your experience level with differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Let’s do a fuel gauge check
Form a small group of 4 with a variety of fuel levels.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Warm-up: Mixed readiness groups
• Cut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.
Your category ideas• Content• What• Process• Considerations• Interests• Learning Environ• Product• Learning Styles
• Students• Strategies• Why?• How• Who?
DIFFERENTIATION:What is it?
Differentiation based on research and writings of:
Carol Ann TomlinsonProfessor of Educational Leadership
University of Virginia
Differentiation Non-Negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoingassessme
ntflexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning Profile
Readiness
Why Differentiate?
Why Use Differentiated Instruction?
• Enables teachers to provide learning opportunities for all students by offering varied learning experiences.
• Allows teachers to put research-based best practices into a meaningful context for learning.
Why Use Differentiated Instruction?
• Helps teachers to understand and use assessment as a critical tool to drive instruction.
• Encourages teachers to plan proactively for student-centered learning.
Why Use Differentiated Instruction? (Continued)
• Adds new instructional strategies to teachers’ “toolboxes”- introducing or reinforcing techniques to help teachers focus on essentials of curriculum.
• Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing.
• Meets curriculum requirements in a meaningful way for achieving students’ success.
How do I know how to DIFFERENTIATE?
Differentiation Concepts
Student characteristics
Readiness Interest Learning Profile
Differentiation concepts
Classroom elements
Content Process Products Learning Environment/ Affect Assessment
•Content•Process•Product•Environment•Assessment
Differentiation
Curriculum
Presentation
Pacing
Materials
•Content•Process•Product•Environment•Assessment
Differentiation
Grouping
Complexity
Choice
Student-created
•Content•Process•Product•Environment•Assessment
Differentiation
Modes ofexpression
Materials
Formats
•Content•Process•Product•Environment•Assessment
Differentiation
Seating
Grouping
Movement
Atmosphere
•Content•Process•Product•Environment•Assessment
Differentiation
Rubrics
Grading
Format
Modes ofexpression
What does differentiation look like in the classroom?
A differentiated classroom will have a combination of teacher
directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small
group instruction, and individual instruction.
Differentiation Look Fors
Examples of Differentiation Strategies
Learning Centers R.A.F.T.
Assignments Choice Boards Tiered
Assignments Pre-assessment
WebQuestsFlexible GroupingAdjusting questionsCompactingIndependent study
Learning Centers:“DI-nalysis”
RAFT Assignments
Tiered Assignments
Choice Boards
Learning Centers
Classroom Scenarios=
At each center…
1. Analyze the artifact(s).
2. Respond to the discussion question(s).
Time for a break!
SUGAR RUSH!!!- Corners activity
What’s your favorite dessert?
Stand under the sign of the best category name for your favorite dessert.
Break that group into groups of 4-5 and sit together at a table.
Expert Advice on Implementation of DI
10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction
1. Establish a need and articulate a vision.
2. Establish common definitions and terms.
3. Build understanding and support among stakeholders.
4. Link differentiation and best practice.
5. Focus district initiatives.
10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction
6. Attend to competing mandates.
7. Plan for leadership and support.
8. Allocate financial resources.
9. Look ahead to assessing progress.
10. Plan for the long haul.
Differentiation Foldable
What we’ve done so far with DI
Challenges to implementing differentiation
Where I would like my district to go next with DI
Our World Language Program’s DI Journey
Howard County Public Schools, Maryland
Our district’s profile72 Schools- Total enrollment: 48,571
• 39 - Elementary schools• 01 - Pre-k to Grade 8 school• 18 - Middle schools• 12 - High schools• 02 - Special schools
Our program’s profile
MS: French, Spanish, grades 7-8
HS: French, Spanish 1-5 AP
Chinese, German, Latin, Italian 1- 4/4 AP
ASL, Russian
Overall WL enrollment: 11,000
WHY DI for HCPSS?• Shift in how MS students were placed in
WL
• Need to differentiate between regular and honors courses
• Emphasis on knowing our learners
HCPSS Vision
+
Differentiation
Differentiation through the Lens of
Cultural Proficiency
Assess culture
Value diversity
Manage the dynamics of difference
Adapt to diversity
Institutionalize cultural knowledge
Differentiation +Culturally Responsive Teaching
• Understand how learners construct knowledge
• Learn about students’ lives
• Be socio-culturally conscious
• Hold affirming views about diversity
• Use appropriate instructional strategies
• Advocate for all students
Plan-Do-Study-Act
Our WL Program’s Journey with Differentiation
2003 2004 2005 2006 2007 2008
2003• Team did in-depth research over
summer to create Guide for Differentiation of Honors Level Courses
• PD Sessions on Classroom Elements
• Differentiated Assessment Challenge
• ITLs: Leadership for Differentiating Schools and Classrooms book study
• ITL Vision statements for Differentiation
2004• Focus on Knowing the
Learner- Multiple Intelligences, Learning Preferences
• Environment/Affect
• Brainstormed Strategies
2005• Developed draft of tiered activities by
communication modes • Introduced tiered assignments• Teachers created tiered assignments in
teams• Middle School teachers given “Instruction
for All Students” book• MS Presentation by Special Education
and Gifted Education specialists• MS PD on WebQuests
2006
• “Dare to Differentiate”- background info, learning centers, RAFT assignments, choice boards, flexible grouping, tiered assignments
• MS teachers given How To Differentiate Instruction in Mixed Ability Classrooms books
• Uploaded teacher-created products onto Document Repository
• Presentations by Special Education and Gifted Education specialists
• SHOUT: SHowing off OUr Talents- sharing of implemented DI strategies (MS)
• Differentiation of Assessment- Photo Album Approach
2007
• Get It Write!- incorporated differentiation strategies
• Thematic Thursday- Differentiated project ideas
• MS PD- Multiple Intelligences and Language Learning
Happy Surprise!
• HS WL department did portfolio review on implementing DI strategies over 2 years
Intentional Decisions
• Provide collaborative opportunities• Provide access to professional articles
and research on DI • Help teachers to see DI as powerful tool
and not as an add-on
Intentional Decisions• Approach DI as a shift in philosophy,
not as a one-shot deal• Emphasize going slow to start• Pair DI with Reflective Practice• Celebrate and validate what we are
already doing with DI
2008 Challenges• Bringing new staff up to
speed
• Moving to application stage
• Provide time to create DI lessons and activities
• How to incorporate DI into district curriculum
Plans for This School Year
• November 24 PD for High School WL teachers “Differentiation and Beyond”
• February follow-up
• April Countywide PD for all WL teachers: Washington, DC
Helping our teachers begin
the journey
Progression of Support for HCPSS WL teachers with DI
1. Explore research/strategies
2. Analyze examples
3. Create own products/lessons tailored to curriculum and students
4. Encourage reflective practice- how? why? so what? based on what?
Progression of Support for HCPSS WL teachers with DI
5. Share products on WL DR
6. Provide access to resources through DR, wiki, CLC conference
7. Create collaborative support system
Support for teachers with DI
Differentiation buddies
Support for teachers with DIResources on the DR
Support for teachers with DIWL Intranet Pages
Support for teachers with DIDare to Differentiate Wiki
Support for leaders with DIDare to Differentiate Wiki
Support for leaders with DIDare to Differentiate Wiki
Dare to Differentiate Wiki
daretodifferentiate.wikispaces.com
What will your timeline for DI look like?
Sharing Groups (random grouping)
A
B
C
D
E
What differentiation strategies have you experienced today?
Pre-assessment
Flexible grouping
Learning centers
Choice boards
Let’s do a final fuel gauge check!
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
We appreciate your feedback!
Dare to DIFFERENTIATE
Take the dare.
Dare to DIFFERENTIATE