site action - pvrecconsortiumpvrecconsortium.wikispaces.com/.../new+mexico+plann… · web...

Site Action Planning Workbook for

Teaching to Multiple Intelligences through

Differentiated Instruction

Southern Regional Education Board592 Tenth Street NWAtlanta, GA 30318

Phone: (404) 875-9211Fax: (404) 872-1477

http://www.sreb.org

http://www.sreb.org/

WORKSHOP PERSONAL LEARNING GOAL SETTING

Participants will

define differentiation and its role in a standards-based education process.

investigate how to effectively differentiate content, process, product, and learning environment in order to address individual student learning needs.

employ differentiation as a means of teaching to multiple intelligences to provide students different avenues for acquiring content.

Reflective Questions for Self-engaged Learning (Royce Sadler):

Given this content, where are you now? Where would you like to be? How will you get there?

My Personal Learning Goal for this Workshop:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End-of-the-Workshop Personal Learning Goal Check-in: How well did I do in meeting my learning goal? What would I still like to accomplish?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2

DIFFERENTIATING INSTRUCTION: A SELF-CHECK

Key Condition – Districts, school leaders, and teachers implement instructional processes that ensure continuous reflection on what to teach and how to teach it, what students are expected to know, do and understand, how to assess individual and collective student content mastery, and ways to incorporate and modify instructional strategy to advance student learning.

Key Practice: Using student assessment and program evaluation data to improve continuously the school climate, organization, management, curricula, and instruction to advance student learning and to recognize students who meet both curriculum and performance goals

Where is my school with respect to differentiating instruction? Where am I with respect to differentiating instruction?

Not Addressed Planned Early Stages of Implementation

Full Implementation

No evidence of differentiated instruction is apparent. Generally, all students are taught the same way.

Evidence of differentiation is sporadic, with a few teachers modifying content, process, product, and learning environments to accommodate students’ needs and strengths, but a majority of instruction tends to be teacher-centered and whole-group in approach.

Many but not all teachers make some use of differentiated instruction, including modification of content, process product, and learning environment to address student readiness levels, interests, and learning styles. More work in differentiated instruction, assessment, and learning tasks would benefit student motivation and overall achievement.

All teachers make appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon diagnosis of students’ readiness levels, learning styles, interests, and personal goals.

3

teacher prepared pretest

KWL charts and other graphic organizers

writing prompts/samples

questioning

guess box

picture interpretation

prediction

teacher observation/checklists

student demonstrations and discussions

initiating activities

informational surveys/questionnaires/inventories

student interviews

student products and work samples

self-evaluations

portfolio analysis

game activities

show of hands to determine understanding: every pupil response

drawing related to topic or content

standardized test information

reader response survey

anticipation journals

PRE-ASSESSMENT STRATEGIES

4

WHAT TO DIFFERENTIATE

5

Concrete Abstractrepresentations, ideas, applications, materials

Simple Complex resources, research, issues, problems, skills, goals

Basic Transformationalinformation, ideas, materials, applications

Unifaceted Multifaceted directions, problems, applications, solutions, approaches, disciplinary connections

Theory Generalizations application, insight, transfer

More structured More open solutions, decisions, approaches

Less independence Greater independence planning, designing, monitoring

Slow Faster pace of study, pace of thought

Tomlinson, 1995

SAME STANDARD/INSTRUCTIONAL TARGETS, DIFFERENT LEVEL OF RIGOR

6

Webb’s Depth of Knowledge (DOK) Level

Level One Activities Level Two Activities Level Three Activities Level Four Activities

Recall elements and details of story structure such as sequence of events, character, plot and setting.

Conduct basic mathematical calculations.

Label locations on a map.

Represent in words or diagrams a scientific concept or relationship.

Perform routine procedures like measuring length or using punctuation marks correctly.

Describe the features of a place or people.

Identify and summarize the major events in a narrative.

Use context cues to identify the meaning of unfamiliar words.

Solve routine multiple-step problems.

Describe the cause/effect of a particular event.

Identify patterns in events or behavior.

Formulate a routine problem given data and conditions.

Organize, represent and interpret data.

Support ideas with details and examples.

Use voice appropriate to the purpose and audience.

Identify research questions and design investigations for a scientific problem.

Develop a scientific model for a complex situation.

Determine the author’s purpose and describe how it affects the interpretation of a reading selection.

Apply a concept in other contexts.

Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.

Apply a mathematical model to illuminate a problem or situation.

Analyze and synthesize information from multiple sources.

Describe and illustrate how common themes are found across texts from different cultures.

Design a mathematical model to inform and solve a practical or abstract situation.

11

INSTRUCTIONAL REVIEW

Level One: Recall and Reproduction

Level Two: Skills and Concepts/ Basic Reasoning

Level Three: Strategic Thinking/Complex Reasoning

Level Four: Extended Thinking/Reasoning

Definition Definition Definition DefinitionStudents receive or recite facts or use simple skills or abilities. Items require only a shallow understanding of content. (Ex. In mathematics, solving a simple procedure, as well as performing a simple algorithm or applying a formula)

Requires some mental processing beyond recalling or reproducing a response; requires both comprehension and subsequent processing of content (Ex. In math, students are required to make some decisions as to how to approach a problem or activity.)

Students are encouraged to move beyond the text to explain, generalize, or connect ideas. Items involve reasoning and planning; students must be able to support and explain their thinking and make conjectures. The cognitive demands are complex and abstract.

Generally an extended activity, with extended time provided. Requires applying significant conceptual understanding and higher-order thinking; students relate ideas within the content area or among content areas; students can select one approach among many alternatives.

Level I Useful Verbs Level II Useful Verbs Level III Useful Verbs Level IV Useful VerbsArrange Categorize Apprise AnalyzeCalculate Cause and Effect Assess Apply ConceptsDefine Classify Cite Evidence ConnectDraw Collect and Display Compare CreateIdentify Compare Construct CritiqueList Construct Critique DesignLabel Distinguish Develop a Logical Argument ProveIllustrate Estimate Differentiate SynthesizeMatch Graph Draw ConclusionsMeasure Identify Patterns Explain PhenomenaMemorize Infer FormulateQuote Interpret HypothesizeRecognize Make Observations InvestigateRecall Modify ReviseRecite Organize Solve Non-Routine ProblemsState PredictTabulate RelateTell SeparateUse SummarizeWho, What, When, Where, Why

12

Level I Sample Activities Level II Sample Activities Level III Sample Activities Level IV Sample Activities Recall elements and details of

story and structure such as sequence of events, character, plot and setting.

Conduct basic mathematical calculations.

Label locations on a map. Represent in words or diagrams a

scientific concept or relationship. Perform routine procedures like

measuring length or using punctuation marks correctly.

Describe the features of a place or people.

Identify and summarize the major events in a narrative.


Solve routine multiple-step problems.

Describe the cause/effect of a particular event.

Identify patterns in events or behavior.

Formulate a routine problem given data and conditions.

Organize, represent, and interpret data.

Support ideas with details and examples.

Use voice appropriate to the purpose and audience.

Identify research questions and design investigations for a scientific problem.

Develop a scientific model for a complex situation.

Determine the author’s purpose and describe how it affects the interpretation of a reading selection.

Apply a concept in other contexts.

Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.

Apply a mathematical model to illuminate a problem or solution.


Describe and illustrate how common themes are found across texts from different cultures.

Design a mathematical model to solve a practical or abstract situation.

Sample Questions – Level I Sample Questions – Level II Sample Questions – Level III Sample Questions – Level IV Can you recall the species of that

plant? How can you find the meaning of

that passage? Solve for X. What kind of instrument is a

trumpet? What river is Lagos, Nigeria on? Where does the comma go in this

sentence? Measure the perimeter of the

triangle. Identify standard English

grammatical structures and refer to resources for correction.

How would you classify the type of writing?

Summarize three features of John Adams’ foreign policy.

Explain how rocks are formed. What details support the author’s

opinion that global warming is man-made?

Make a chart showing the change in life expectancy over the last 100 years.

Predict a logical outcome based on information in a reading selection.


Which is the best approach to solving this equation? Why?

What conclusion can be drawn from these three myths?

Interpret a painting. How does the presence of ethnic

conflict affect the issue of land usage?

Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both.

Summarize information from multiple sources to address a specific topic.

Design and conduct an experiment.

Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both.


Describe and illustrate how common themes and concepts are found across time and place.

Select one approach among many alternatives on how a situation should be solved.

Level I Level II Level III Level IV

Assignments: ________________

Assessments: ________________

Assignments: ________________

Assessments: ________________

Assignments: ________________

Assessments: ________________

Assignments: ________________

Assessments: ________________

13

Webb, Norman L. (2002, December). Alignment study in language arts, mathematics, science, and social studies of state standards and assessments for four states. Technical Issues in Large Scale Assessment of State Collaboratie on Assessment and Student Standards. Council of State School Officers.

14


15


16


17


18


19

ANALYZING STANDARDS FOR WEBB DEPTH OF KNOWLEDGE (DOK)

Select a standard for your table.

Analyze the standard for depth of knowledge.

How might this information assist in planning effective instruction and assessments?

20

STUDENT-CREATED PRODUCTS

Verbalanecdoteaudio recordingballadbook reportcampaign speechcharacterizationchoral readingcinquaincomedy actcomparisonconferencecoupletdebatedescriptiondialogdiscussiondocumentarydramatizationexplanationfairy tale/tall talefree verseinterviewjinglejokelecturelessonlimerickmock interviewmonologuemythnewscastnursery rhymeoral reportpanel discussionquatrainradio showradio commercialraprecorded dialoguerhymeriddlesatire

riddlerole-playsongspeechstory tellingsurvey

VisualadvertisementCD coveranagramanimationannotated bibliographyarea graphartifact collectionawardbannerbar graphblueprintbook jacketbookletbookmarkbrochurebulletin boardcalendarcardboard reliefcartoonchartchecklistcollagecollectioncomic bookcostumecross-sectioncrossword puzzledesigndiagramdioramadisplaydrawingfilmdialogdictionaryeditorial

filmstripflagflashcardflip chartflowchartgamegraphicgreeting cardhieroglyphiciconid chartillustrationlayoutmapmaskmobilemosaicmovienewscastoutlinepaintingpatternpennantphoto essayphotographpicture dictionarypicture storypie chartplaying cardprintpuzzlescatter graphscenarioscrap bookscrollsignsilk screenslide showstencilTV commercialtimelineletter to editorlimericklist

transparencytravel adtravel logtree chartvideo tapewall hangingweather mapweavingwebweb pagewindow shadeword gameword search

Kinestheticapparatusaquariumartifactscard gamecardboard reliefceramicscharadecircuit boardsclothingcollagecollectiondancedemonstrationdiscovery centerdisplaydramatizationequipmentetchingexperimentfairfoodfurnituregadgetgamehatimaginary playpatentpen palpetition

improvisationinstrumentinventionjigsaw puzzlekitelaboratorylearning centermacramémimemobilemodelorigamiparallel playpaper macheplayprototypepuppetfinger puppetmarionettehand puppetpuppet showpuzzlequiltrelief rubbingrole playsand castingscavenger huntservicesewing cardsshadow boxsimulationskitsoap sculpturestage setstitcheryterrariumtie-dyetooltoyuniformvehicleweavingwire sculpturescience fiction

21

Writtenadvertisementautobiographybook reportbookletbrochurebusiness lettercharacterizationclassified adcomic bookcomparisoncomputer prog.coupletcreative writingcritiquedatabasedescription

essayfairy tale/tall talefield manualfree versefriendly letterglossaryguidebookhandbookhandoutinterview scriptjob descriptionjoke bookjot listjournal articlelabellawlesson plan

loglyricsmagazinemagazine articlemanualmetaphormythnew story endingnewsletternewspapernewspaper articlenotesnoveloathoutlinepamphletparody

planplaypoempredictionprofilepuppet showquestionnairequestionsradio scriptrating scalerationalerecipereferencereportresearch paperreviewrewritten ending

scrollshort storyskitsloganspeechstorystory problemssurveytelegramTV scriptterm papertesttravel logvocabulary listyearbook

Georgia Department of Education Curriculum Guide for the Education of Gifted Students, by Jim Curry and John Samara

22

PERFORMANCE-BASED PRODUCT POSSIBILITIES

Design a web pageDevelop a solution to a

community problemCreate a public service

announcementWrite a bookDesign a gameGenerate & circulate a

petitionWrite a series of lettersPresent a mimeDesign & create a

needleworkLead a symposiumBuild a planetariumConduct a series of

interviewsDevelop a collectionSubmit writings to a

journal, magazine, or newspaper

Interpret through multimedia

Design a structureDesign & conduct an

experimentCollect & analyze samplesPlan a journey or an

odysseyMake an etching or a

woodcutWriter letters to the editor

Design political cartoonsFormulate & defend a theoryConduct a training sessionDesign & teach a classDo a demonstrationPresent a news reportWrite a new law & plan for its

passageMake learning centersCreate authentic recipesChoreograph dancesPresent a mock trialMake a planCompile & annotate a set of

Internet resourcesDesign a new productWrite a series of songsCreate a subject dictionaryMake and carry out a planDesign a simulationWrite a musicalDevelop a museum exhibitBe a mentorWrite or produce a play

Compile a newspaper Develop an exhibitConduct an ethnographyWrite a biographyPresent a photo-essayHold a press conferenceDevelop & use a

questionnaireConduct a debateMake a video

documentaryCreate a series of

illustrationsWrite poemsDevelop toolsDesign or create musical

instrumentsCompile a booklet or brochure

Draw a set of blueprintsPresent a radio programDo a puppet showCreate a series of wall

hangingsGo on an archeological

digDesign & make costumesPresent an interior

monologueGenerate charts or

diagrams to explain ideas

Carol Ann Tomlinson, How to Differentiate in a Mixed-Ability Classroom, 2nd ed., Alexandria, ASCD, 2001, p. 89.

23

EIGHT STRATEGIES FOR DIFFERENTIATIONDifferentiation

StrategyPrimary Use Description of Strategy Things to Consider

Tiered Assignments and Products

Readiness Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or products are varied according to the student’s level of readiness.

For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate.

Focus task on a key concept. Use a variety of resource materials at

different levels of complexity and associated with different learning modalities.

Adjust tasks by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration.

Compactinges Readiness Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process:

(1) Assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master.

(2) Create plans for what the student needs to know, and excuse the student from studying what he/she already knows.

(3) Create plans for freed-up time to be spent in enriched or accelerated study.

For example, an Architecture class is learning to identify the basic principles of residential building design and construction. Diagnostics indicate that two students already know the principles. These students are excused from completing the identifying activities, and are taught to apply these principles to “real world” contexts.

Thoroughly pre-assess the learner’s knowledge and document findings.

Explain the process and its benefits to the student.

Create written plans and timelines for study.

Allow student choice in enrichment or accelerated study.

24

Differentiation Strategy

Primary Use

Description of Strategy Things to Consider

Independent Study Interest The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.

For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance, she develops research questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks.

Base the project on student interest. Provide guidance and structure to

ensure high standards of investigation and product.

Use timelines to help students stay on track and prevent procrastination.

Use process logs or expert journals to document the process.

Establish clear criteria for success.

Interest Centers or Interest Groups

Interest, Readiness

Interest centers (usually used with younger students) and interest groups (usually used with older learners) are set up so that learning experiences are directed toward a specific learner interest. They allow students to choose a topic and can be motivating to students. If they are used as enrichment, they can allow the study of topics beyond the general curriculum. Groups address student readiness when they are differentiated by level of complexity and independence required.

For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E. Lee, women’s role in Reconstruction, or how trade was impacted.

Incorporate student interest. Encourage students to help create

tasks and define products. Adjust for student readiness. Establish clear criteria for success. Adjust blocks of work time based on

student readiness.

25

Flexible Grouping Interest, Readiness, Learning Profile

Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. Groups can either be assigned by the teacher or chosen by the students. Students can be assigned purposefully to a group or assigned randomly. This strategy allows students to work with a wide variety of peers and keeps them from being labeled as advanced or struggling.

For example, in a reading class, the teacher may assign groups based on readiness for phonics instruction, but allow students to choose their own groups for book reports, based on the book topic.

Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in interest, readiness, and learning profile.

Alternate purposeful assignment of groups with random assignment or student selection.

Ensure that all students have been given the skills to work collaboratively.

Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced.

Multiple Levels of Questions

Readiness, Learning Profiles

Teachers adjust the types of questions and the ways in which they are presented based on what is needed to advance problem-solving skills and responses. This strategy ensures that all students are accountable for information and thinking at a high level.

For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher asks initial questions to specific students, based on readiness. All students are encouraged to ask and answer follow-up questions.

Use wait time before taking student answers.

Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile.

Encourage students to build upon their own answers and the answers of other students.

If appropriate, give students a chance to talk to partners or write down their answers before responding.


Primary Use


26


Primary Use


Learning Contracts

Readiness, Learning Profiles

Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and required components of the assignment, while the student identifies methods for completing the tasks. This strategy allows students to work at an appropriate pace and can target learning styles. Further, it helps students work independently, learn planning skills, and eliminate unnecessary skill practice.

For example, a student completes a learning contract for a science project. He indicates that he will research the topic of mitosis, create a visual model to share with the class, and write a report. The learning contract indicates the dates by which each step of the project will be completed.

Match skills to the readiness of the learner.

Allow student choice in the way in which material is accessed and products are developed.

Provide the contract in writing, with a clear timeline and expectations.

Include both skill- and content-based learning in the contract.

Choice Boards Readiness, Interest, Learning Profiles

Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills.

For example, after students read Romeo and Juliet, they are given a choice board that contains a list of possible products for each of the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two products from the board and must choose these products from two different learning styles.

Include choices that reflect a range of interests and learning styles.

Guide students in the choice of activities so that they are challenged, but not frustrated.

Provide clear instruction in the use of choice boards.

Association for Supervision and Curriculum Development. http://www.ascd.org; Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for UDL Implementation. National Center on Accessing the General Curriculum. Retrieved July 9, 2004 from:

http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.

27

http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp

http://www.ascd.org/

Whole Class Activities

Pre-assessment Introduction Planning Sharing Wrap-up of Explorations(readiness/interest) of Concepts

Small-Group Activities (Pairs, Triads, Quads)

Sense-Making Teaching Skills Directed Reading Planning Investigation

Individualized Activities

Compacting Practice & Interest Centers Independent

Apply Skills Study Sense-Making Homework Products Testing

Student-Teacher Conferences

Assessment Tailoring & Guidance Evaluation Planning

Carol Ann Tomlinson, How to Differentiate in a Mixed-Ability Classroom, 2nd ed., Alexandria, ASCD, 2001, p. 25.

RANGE OF ACTIVITIES IN A DIFFERENTIATED CLASSROOM

Classroom Instructional Arrangements

28

Low-Prep Differentiation High Prep-Differentiation

Choice of books Tiered activities and labsHomework options Tiered productsUse of reading buddies Independent studiesVaried journal prompts Multiple textsOrbitals Alternative assessmentsVaried pacing with anchor options Learning contractsStudent-teacher goal setting 4-MATWork alone/work together Multiple intelligence optionsWhole-to-part and part-to-whole explanations CompactingFlexible seating Spelling by readinessVaried computer programs Entry PointsDesign-A-Day Varying organizersVaried supplementary materials Lectures coupled withOptions for varied modes of expression graphic organizersVarying scaffolding on same organizer Interest groupsLet’s-Make-a-Deal projects Tiered centersComputer mentors Interest centersThink-Pair-Share by readiness, interest, Personal agendas

learning profile Literature CirclesUse of collaboration, independence, and Stations

cooperation Complex instructionOpen-ended activities Group investigationMini-workshops to reteach or extend skills Tape-recorded materialsJigsaw Teams, Games, andNegotiated criteria TournamentsExplorations by interest Think-Tac-ToeGames to practice mastery of information Simulations

and skill Problem-based LearningMultiple levels of questions Graduated rubrics

Flexible reading formatsStudent-centered writingFormats

Carol Ann Tomlinson, How to Differentiate in a Mixed-Ability Classroom, 2nd ed., Alexandria, ASCD, 2001.

LOW-PREP AND HIGH-PREP DIFFERENTIATION

29

1. Student differences are masked or acted 1. Student differences are studied as a upon when problematic. basis for planning.

2. Assessment is most common at the end 2. Assessment is ongoing and diagnostic of learning to see “who got it.” to understand how to make instruction

more responsive to learner needs.

3. A relatively narrow sense of intelligence 3. Focus on multiple forms of intelligence prevails. is evident.

4. A single definition of excellence exists. 4. Excellence is defined by individual growth from a starting point.

5. Student interest is infrequently tapped. 5. Students are frequently guided in making interest-based learning choices.

6. Relatively few learning profile options are 6. Many learning profile options are provided. taken into account.

7. Whole class instruction dominates. 7. Many instructional arrangements are used.

8. Coverage of texts and/or curriculum guides 8. Student readiness, interest, and learning drives instruction. profile shape instruction.

9. Mastery of facts and skills out-of-context 9. Use of essential skills to make sense of is the focus of learning. key concepts and principles is the focus of

learning.

10. Single-option assignments are the norm. 10. Multi-option assignments are frequently used.

11. Time is relatively inflexible. 11. Time is used flexibly in accordance with student needs.

12. A single text prevails. 12. Multiple materials are provided.

13. Single interpretations of ideas and events 13. Multiple perspectives on ideas and events may be sought. are routinely sought.

14. The teacher directs student behavior. 14. The teacher facilitates students’ skills at becoming more self-reliant learners.

15. The teacher solves problems. 15. Students help one another and the teacher solve problems.

16. A single form of assessment is often 16. Students are assessed in multiple ways. used.

THE TRADITIONAL VS. THE DIFFERENTIATED CLASSROOM

Traditional ClassroomDifferentiated Classroom

30

Carol Tomlinson, 1998

DIFFERENTIATION SCENARIO

Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective. Focus on differentiation of process, and be sure to consider Gardener’s 8 intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic.

Objective: Students will read and demonstrate comprehension of the book Charlotte’s Web.

Identify the pros and cons of using each differentiation strategy in a class of 25 students that includes these 5 students:

Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.

Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, a solid reader, and enjoys excelling and being “the best.” He gets very excited to start new books, but they don’t hold his attention for long.

Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.

Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.

Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Program; Cooperative Agreement #H326K020003

31

Example 1: Science/Bio-Medicine

Standard: Students will recognize how biological traits are passed on to successive generations.a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.

Sample Task: Scientists have found that certain traits tend to be more dominant than others. Some traits are dominant and others are recessive. A dominant trait has a greater probability of showing up in successive generations. Gregor Mendel studied peas and used charts to explain his findings. Research Mendel and other individuals who study genetics to find out more about their findings. Also, include an explanation of how Punnett squares can be used to explain the probability of inheriting a specific trait. Present the results of your research in verbal or written form.

The Differentiated Tasks:

1. The student independently researches the work of Gregor Mendel and other scientists that have contributed to the study of genetics. The student prepares a report highlighting the contributions of these scientists and presents the research in the form of a power point presentation to his/her peers. The student prepares several examples of Punnett squares and illustrates how they can be used to reveal inherited traits and probabilities of offspring. Then, each student will design another project designed to explore some aspect of genetics in which he/she has developed an interest in greater depth. The students will submit a project proposal to the teacher. Each student will be responsible for determining the assessment criteria for the project and developing a rubric to be approved by the instructor.

2. Using a student generated graphic organizer, the pupil will work with two peers to compare the contributions of Gregor Mendel to two other scientists in the field of genetics. Each student will choose one scientist and prepare a report to present to the class. The students will also be given several Punnett square scenarios to determine the likelihood of a receiving a particular trait. Then, the student will prepare a science fiction story about the passing of traits to successive generations. Students will use the fictional stories to create a story book that would help a younger student understand the most important concepts of how traits may be passed from one generation to another.

3. Using a teacher prepared graphic organizer, the student will work with one or more peers to analyze the contributions of Gregor Mendel and one other geneticist. Each student will answer questions pertaining to a specific scientist. Then, the students will be given a table to complete illustrating the similarities and differences between the scientists. Also, each student will fill in the offspring correctly for a labeled Punnett square that contains the mother’s genes and the father’s genes. Finally, each student will create a cartoon related to inheriting specific traits.

GUIDED PRACTICE

32

Example 2: Mathematics/Culinary Arts/Construction

Standards Summary:

Determine surface area of solid figures. Estimate the volumes of simple geometric solids. Solve application problems. Solve application problems involving the volume of fundamental solid figures. Students will evaluate algebraic expressions, including those with exponents. Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts. Recognize and use connections among mathematical ideas.

Sample Task

1. Explain what is meant by surface area. What steps would you take to find the surface area of a cylinder?

2. One of the major expenses in manufacturing a can is the amount of metal that goes into it. How many square centimeters of metal would be required to manufacture a can that has a diameter of 8 cm and a height of 20 cm? Estimate and then solve.

3. Draw a net (pattern) for the manufacturer to use to make the can.

4. Use your work in parts a – c to write a rule in words for finding the surface area of a cylinder. Now write your rule using letters, numbers and mathematical symbols (a formula).

5. Michael bakes a round two-layer birthday cake that is to be covered with frosting on the top, sides, and in between the layers. Each layer has a height of 4 cm and diameter of 24 cm. The label on the can of frosting he bought claims that the contents will cover the top and sides of a one-layer rectangular sheet cake that is 32 cm by 22 cm by 4 cm. Will Michael have enough frosting? Show how you know.

The Differentiated Tasks:

For Advanced Students1. Relate surface area to volume:

a) A company wants to build individual storage units that are unattached from other units. One of the costs related to the task is painting the units. The management would like to limit the amount of paint needed, thus minimizing surface area, while the customers want the most square footage for storage (volume). Explore different three dimensional shapes to find the best relation between higher volume for customers and lower surface area for management.

b) Using the skills and knowledge gained from the previous exercise, explore the relationship between cylindrical surface area and cylindrical volume to determine the best ratio between r and h so that you maximize volume while minimizing surface area.

33

c) Make a chart of cylindrical formations defined by r + h = 30. (For example, start with r = 1 and h = 29, and the do r = 2 and h = 28 until you get to r = 29 and h = 1.) Calculate the surface area and volume for each cylinder, and then calculate the quotient of the volume and the surface area. What configuration has the highest quotient value? What does this mean? What patterns do you see in the quotient? Why does this pattern exist?

d) Place the algebraic equation for cylindrical volume over the algebraic equation for cylindrical surface area. Factor out common factors and simplify the equation. What does the simplified polynomial fraction tell you about your results from part c? Can you draw any conclusions from the new equation?

34

Ability Grouping — Grouping students according to similar readiness levels or learning profiles.

Adjusting Questions — A teacher, in class discussions, tests, and/or homework, adjusts the sorts of questions posed to learners based on their readiness, interests, and learning profile. This strategy is an excellent "get your feet wet" differentiation strategy because it builds on strengths and abilities readily used by most teachers.

Alternate Assignment — Assignments given to particular students or groups of students in lieu of the assignment given to the other members of the class. These assignments are designed to capitalize on student readiness levels, interests, or learning profiles.

Anchor Activity — A task or activity that a student automatically moves to upon completion of other assigned work.

Carousel Brainstorming — A strategy where students brainstorm responses to prompts or questions written on butcher paper and placed at five different stations around the room. Students rotate from station to station and discuss their responses with others in their group. Teachers may use carousel brainstorming as a pre-assessment tool or as a review opportunity.

Cluster Grouping — Flexible grouping and regrouping of students within a classroom to accommodate different instructional needs at different times and/or for different subject or content, different readiness levels, interests, or learning profiles.

Compacting — Modifying or streamlining content, process, or product in order to eliminate repetition of previously mastered material.

Contracting — Agreement reached between one or more students and their teacher; the content specifies learning objectives, activities, resources, deadlines/timelines, assessment procedures, working conditions, and places for signatures. The teacher agrees to allow a student the freedom to pursue an area of special interest and the student, in turn, agrees to follow certain independent learning conditions.

Cooperative Learning — Students work with other students in groups to achieve a specific goal or purpose. Each group member has a particular, predetermined role in helping the group reach its goal.

Cubing — A versatile strategy, similar to a contract, which allows a teacher to plan different activities for different students or groups of students based on student readiness, learning style, and/or interests. The teacher creates a cube — usually different colored cubes for different groups of students. On each of the cube’s six faces, the teacher describes a different task related to the subject and/or concept being learned.

Exit Cards — Teacher distributes index cards to students a few minutes before the end of class. Students respond quickly to a specific prompt such as “What’s the most important thing you learned today?” Exit cards provide a quick and easy method of assessing understanding.

Flexible Grouping — Purposeful reordering of students into a variety of different groups in a short amount of time in order to ensure that all students work with a number of different students on a regular basis. Criteria for grouping — readiness, interest, learning profile, activity or task, content — will vary regularly as well.

GLOSSARY

35

4-MAT — Teachers plan instruction for each of four learning preferences: mastery, understanding, personal involvement, and synthesis. This is based on the hypothesis that students have one of these four learning preferences. All students participate in all learning formats in order to maximize learning strengths and strengthen the weaker preferences.

Interest Centers/Groups — Interest centers ( often used with younger learners) and groups (often used with older learners) allow students choice in an area or areas of study.

Independent Study Projects — A student or small group of students pursues an area of interest related to a specific topic, curricular area, or individual area of interest.

Literature Circles — Small groups of students read and/or study different books with varying degrees of difficulty and/or varying topics of interest.

Jigsawing — A type of collaborative work in which students read and examine a portion of a reading assignment and report what they've learned to the entire group; an effective way to vary content according to complexity or depth of content to match reading readiness levels; a great way to involve students in subject matter presented in text.

KWL Charts — A pre-assessment tool consisting of three vertical columns. Students list in one column what they know about a topic or idea and in another column, what they want to know about the topic or idea. Then, after a lesson or series of lessons, they return to the chart to list in the third column what they learned about the topic or idea.

Most Difficult First — A very simple first step to full-scale compacting. It is usually used with skill-type activities such as math, grammar, map reading, vocabulary, or spelling. A teacher allows students to demonstrate mastery of the five most difficult problems of an assignment and then to participate in alternate activities without having to do an entire assignment.

Orbital Studies — Independent investigations, generally of three to six weeks, which “orbit” or revolve around some facet of the curriculum. Students select their own topics for orbitals and work with guidance and coaching from the teacher to develop more expertise on both the topic and on the process of becoming an independent investigator.

Personal Agendas — A personalized list of tasks that a particular student must complete in a specified time; student agendas throughout a class will have similar and dissimilar elements on them.

Plus-Minus-Interesting Charts — A device developed by DeBono in which students summarize their findings about a particular topic or idea by listing what’s good about it, what’s possibly negative about it, and what’s interesting about it.

Product/Project Options — Students choose the way that they will provide evidence of learning from a variety of options. These options allow students to utilize their individual strengths and interests.

Pyramid Activities — Any activity that begins with students working individually, progresses through pairs, groups of four, etc., and ends with the whole-class group; a good way to review material or to practice test-taking strategies. Students may begin by individually recording what they know and then add to or change their responses as they collaborate with other students.

Questioning Strategies — Different types of questions are employed before, during, and after an activity, a lesson, or a unit of instruction to engage and challenge students to demonstrate their understanding from the

36

knowledge level to the evaluation level. These questions allow students to clarify their thinking, increase their knowledge, and deepen their understanding.RAFT Activities — Students select a Role, Audience, Format, and Topic for a particular task. The tasks vary but may include writing, oral presentations, skits, review activities, etc.

Reader’s Workshop — This student-centered, instructional model for “real reading” uses authentic literature and allows students to self-select books. Students read at their own pace, reflect on what they read, and talk about their reading with others.

Reading Buddies — One name for peer reading partners, pairs of students who assist each other in reading for comprehension. They may take turns: one reading aloud and the other summarizing OR one reading aloud while the other formulates questions about that reading, etc.

Scaffolding — This refers to any support system that enables students to succeed with tasks they find genuinely challenging.

Subject/Content Acceleration — A student or group of students moves to a higher level of content or difficulty at an earlier time or age than the other students.

Thinking Maps — Visual representations of ideas that allow students to “unpack” their thinking and organize ideas in a visual format rather than solely in sentences or paragraphs.

Think-Tac-Toe Extension Menu or Choice Board — A collection of activities from which a student can choose. It is generally presented in the form of a 3x3 or a 4x4 grid, similar to a tic-tac-toe board, with the center square often allowing for student choice. This format can be applied to extension activities, contracts, study guides, or independent studies. They allow a teacher to differentiate content, process and product according to different levels of student performance/readiness, interests, and learning styles.

Tiered Assignments — Teachers adjust the degree of difficulty for a particular assignment or task in order to meet the needs of students with varying levels of readiness, varying interests, and/or varying learner profiles.

Vocabulary Web — A graphic organizer based on a single vocabulary word. The word goes in the center circle; students then define the word, find synonyms and antonyms, write a sentence using the word, create analogies, and analyze the word according to word families, origin, stems, and parts of speech. WebQuest — A programmed, self-contained activity on the Internet that allows students to perform authentic, independent tasks while using the computer. WebQuests give individuals or small groups of learners the opportunity to use research, problem solving, and basic skills as they move through a process of finding out, drawing conclusions about, and developing a product related to a topic or question. Each WebQuest consists of the same five parts: introduction, task, process, resources, and evaluation rubric.

Writer’s Workshop — This student-centered, instructional model for “real writing” uses authentic assignments that allow students to participate in differentiated activities while participating in all stages of the writing process. Students spend time on self-selected writing activities.

37

Guild, P.B., and Garger, S. (1998). What Is Differentiated Instruction? Marching to Different Drummers 2nd Ed. ASCD, p. 2. http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html

Initially published in 1985, Marching to Different Drummers was one of the first sources to pull together information on what was a newly-flourishing topic in education. Part I defines style and looks at the history of style research. Part II describes applications of style in seven areas. Part III identifies common questions and discusses implementation and staff development.

Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. ERIC Digest. ERIC_NO: ED443572. http://ericir.syr.edu/plweb-cgi/obtain.pl

To meet the needs of diverse student populations, many teachers differentiate instruction. This digest describes differentiated instruction, discusses the reasons for differentiated instruction, identifies what makes it successful, and suggests how teachers may begin implementation.

Tomlinson, C.A., (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Digest E536. http://www.ed.gov/databases/ERIC_Digests/ed389141.html

The ability to differentiate instruction for middle school aged learners is a challenge. Responding to the diverse students needs found in inclusive, mixed-ability classrooms is particularly difficult. This digest provides an overview of some key principles for differentiating instruction, with an emphasis on the learning needs of academically advanced students.

Tomlinson, C.A., & Allan, S. D., (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development. http://www.ascd.org/readingroom/ books/tonlinson00book.html

This website contains two chapters from Tomlinson’s recent publication: Leadership for Differentiating Schools and Classrooms, Association for Supervision and Curriculum Development. This book is designed for those in leadership positions to learn about differentiated instruction.

Web Article: Mapping a route toward differentiated instruction. http://www.ascd.org/pdi/demo/diffinstr/ tomlinson2.html

Carol Ann Tomlinson, an Associate Professor of Educational Leadership, Foundations and Policy at the Curry School of Education, University of Virginia, Charlottesville, VA provides an article entitled, Mapping a Route Toward Differentiated Instruction (Educational Leadership, 57, 1).

Willis, S. & Mann, L., (2000). Differentiating instruction: Finding manageable ways to meet individual needs (Excerpt). Curriculum Update. http://www.ascd.org/readingroom/cupdate/200/1win.html

Based on the concept that “one size does not fit all,” the authors describe the teaching philosophy of differentiated instruction. More teachers are determined to reach all learners to challenge students who may be identified as gifted as well as students who lag behind grade level. This article excerpt describes the essential components of differentiated instruction beginning with three aspects of curriculum: content, process and products.

The Association for Supervision and Curriculum Development (ASCD) Website. www.ascd.org/pdi/demo/ diffinstr/differentiated1.html

A site by ASCD (2000) that discusses differentiated instruction. Page links to other pages with examples from a high school and elementary school, key characteristics of a differentiated classroom, benefits, related readings, discussion, and related links to explore.

LINKS TO LEARN MORE ABOUT DIFFERENTIATED INSTRUCTION

38

Educational Leadership Research Link. www.ascd.org/readingroom/edlead/0009/holloway.htmlThis website provided by Educational Leadership links the reader to a brief summary of an article by Holloway. The author has provided a bulleted summary regarding the principles and theories that drive differentiated instruction.

Holloway, J.H., (2000). Preparing Teachers for Differentiated Instruction. Educational Leadership, 58 (1). http://web.uvic.ca/~jdurkin/edd401su/Differentiated.html

This site is from an education course by Dr. John Durkin. It includes a diagram with suggestions for approaches to differentiated instruction. It also includes a listing of what differentiated instruction is and is not, rules of thumb on how to instruct, and management strategies.

Theroux, P. (2001). Enhance Learning with Technology. Differential Instruction. www.cssd.ab.ca/ tech/oth/learn/differentiating.htm

Theroux provides a thorough site on differential instruction for a Canadian school district. Provides links to teacher attitudes, learning strategies, teacher resources, integrating technology, integrating outcomes, exploring projects, sample lesson plans, planning projects, thinking skills, developing webpages, assessing, and tutorials.

Website for Teachers, Administrators, and Higher Education www.teachnology.com/litined/dif_instruction/This web site is designed for educators and uses technology to inform teachers about current practices, literature, the law in education, and professional development. Additionally, links to research, educational practice and information related to differentiated instruction are included.

39

REFERENCES

Ellis, E. S. and Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators. University of Oregon: Technical Report No. 5, National Center to Improve the Tools of Educators. Effective teaching and by extension effective learning has been a focus of both current and historical and educational reform movements. With a focus on quality teaching, the authors have reviewed and consolidated empirically supported effective teaching principles derived from research and identified 10 principles that characterize what we know about effective teaching.

Oaksford, L. & Jones, L., 2001. Differentiated instruction abstract. Tallahassee, FL: Leon County Schools.The authors are teachers in the Leon County Schools in Florida. They have written a summary about the implementation of Differentiated Instruction in their schools. They emphasize the importance of content, process and product when executing these practices. With other teachers and administrators in the district, they developed an implementation guide and obtained professional development seminars to put differentiated instruction in place in their schools.

Pettig, K. L., (2000). On the road to differentiated. Education Leadership, 8, 1, 14-18.The author offers advice and input about implementation of differentiated instruction. A school district Coordinator in New York State, Pettig provides practical and practiced strategies for teachers and schools considering adopting the principles of differentiated instruction. This district had five years of experience with differentiated instruction when the article was written.

Reis, S. M., Kaplan, S. N, Tomlinson, C. A., Westbert, K.L, Callahan, C. M., & Cooper, C. R., (1998). How the brain learns, A response: Equal does not mean identical. Educational Leadershop, 56, 3. The authors provide a response to an Educational Leadership article from March of 1998 in which the concept of de-tracking is introduced as a solution to high-academic standards for high school students. These authors put forth a compelling argument to raise student achievement. Students with different abilities, interests, and levels of motivation should be offered differentiated instruction that meets their individual needs

Sizer, T. R. (2001). No two are quite alike: Personalized learning. Educational Leadership 57 (1).In this article, Sizer presents the rationale and logistics of “personalizing” instruction to meet the needs of students in classrooms of today. He addresses the leadership needs to personalize instruction and facing the concept knowing that adaptations to personalize or differentiate instruction will be in continual flux.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.Carol Ann Tomlinson has developed this 14-chapter text to define and describe differentiated instruction. Tomlinson suggests that it is feasible to prepare teachers to address the wide diversity of students in today’s classrooms along with the realities of curricula and standards imposed on schools. She believes that there is room for both equity and excellence in classrooms, and to teach well teachers should attend to individual differences.

Tomlinson, C.A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.The authors show how school leaders can encourage and support growth in classrooms. Information is provided and explanations are provided on how school leaders can support the development of responsive, personalized, and differentiated classrooms. Tomlinson and Allan illustrate how school administrators and

40

leaders can encourage and support differentiated instruction for the diversity of students in our classrooms today.

41

Differentiating Instruction: A Modified Concerto in Four MovementsBy: Rick Wormeli (2003)

There's a great differentiated instruction analogy in a scene from Rodgers and Hammerstein's movie, The Sound of Music. At one point, Maria Von Trapp (Julie Andrews) takes the seven children on a bike ride. As they ride, some children follow the teacher, some ride alongside the teacher, and some move ahead. One is carried piggyback style on Maria's back because she can't ride at all. Despite everyone's different rate and competency with bike riding, the group is moving as a whole; everyone is on the trip, advanced and struggling bike riders, and no one is left behind. The teacher scaffolded the instruction for some of them, and she allowed the more advanced children to surpass the teacher in execution of the skill. Differentiated Instruction expert Dr. Carol Ann Tomlinson puts it succinctly: “We might change the layout of the track, but all students are still in the race.”

Large student loads, limited time periods, and curricular mandates make it challenging to adjust instruction for the unique needs of today's diverse learners. In the secondary levels, we factor in 160 morphing humans going through puberty with all its accompanying confusion, inconsistency, and high energy; we are overwhelmed. To survive, some teachers teach in a way that's easiest for themselves and hope students get something out of it. That expends more energy in the long run, however, because those teachers are forced to go back and remediate students who never learned. In an era of standards, accountability, and NCLB, this is not acceptable.

Teachers can differentiate instruction successfully if they are experts in multiple facets of their jobs. To only know one's subject doesn't cut it with today's diverse populations, and to know only what the basal textbook says about our topics doesn't work either. As highly accomplished professional educators, we have to be multi-talented, highly trained thinkers, not just pseudo postal workers delivering someone else's mail (i.e. state-mandated curriculum) and documenting those students who can't make use of it.

It's much easier to differentiate instruction if we are experts in four areas: our students, the curriculum, cognitive theory, and differentiated instruction practices. All four must be in play if we are to teach effectively. If one of these is not a strength for a teacher, then it is suggested as the direction for professional growth in the years ahead.

Student Expertise

Without expertise in what is developmentally appropriate for students of the age we teach, we cannot effectively apply any teaching approach, let alone differentiated instruction. Middle school teachers, for example, require an expertise in young adolescents, knowing their students are no longer elementary-age but are not ready for high school approaches either. In order for cognition and learning to take place, young adolescents require physical activity, opportunities for self-definition, structure and clear limits, meaningful relationships with adults, competence, and creative expression (Turning Points, 2000). Information and skills do not go into to long-term memory unless these needs are satisfied.

Sometimes, then, we don't adjust content, process, products, or anything else; we just have to make sure students' developmental needs are being met as we work. If they are, they can learn effectively. If we teach blind to the needs of our students, we're wasting their time and our own, however, because cognition doesn't happen if these needs are met. And sometimes what we modify as we differentiate instruction is in response to one of these missing elements in a particular group of students' lives. These three students need more opportunity to define themselves, we think, and that's what we change for them in order for them to maximize their learning.

42

Subject Expertise

We must be experts in our discipline as well. For example, as a math teacher, do I teach fractions first, or decimals? And where do percentages fit into the sequence? Do I ask students to turn to page 74 or page 174 in the textbook? Some students require one sequence, but others would benefit from something different. As a subject expert, I can determine how one set of information serves as a foundation or subset of another. I can help students identify connections and teach for meaningful learning. Teaching isn't telling, nor is it presenting. This is where mediocre teachers stop. Accomplished teachers tell and present in such a manner that students find the information and skills meaningful. We don't say, “I taught it, now it's up to students to learn it,” and we don't turn to the next page in basal text because it's the next page in the basal text. We turn to whatever page makes the most sense based on what we know about our students and our subject.

Here's an ineffective teacher's curriculum presentation: cp rabc f bicn nmt v. The student sees it as incoherent. If he's mature and supported by the adults in his life (neither one a sure thing), he buckles down and memorizes the information using a mnemonic device, but easily forgets the information once he's played the game of school and jumped through artificial hoops (tests). Here's a highly effective teacher's curriculum: cpr abc fbi cnn mtv. It's the same curriculum the first teacher had, but the teacher changed the pacing of its delivery so students could make sense of it and bring meaning to it. He used his subject expertise and knowledge of his students to re-group it. This is the teaching our communities desire, not a teacher-proof curriculum where everyone is on chapter nine at week twelve. What kind of society will we have if teachers are forced to subject students to such insensitive and ineffective lock-step fashion regardless of new knowledge and needs of students? Not the kind that protects democracy.

It's dangerous to say this to educators, but here it goes: What we teach is irrelevant. It doesn't matter what we teach. What matters is what students take with them when they leave us at the end of the year; this is our greatest testimony as educators. Do we teach in a way that is likely to be retained beyond just parroting information back on a test? If we're teaching for long-term retention, then we employ best practices and teach a developmentally appropriate curriculum. If the curriculum is the problem, we educate policy-makers to make changes. We do not teach something politically motivated but pedagogically unsound. As highly effective practitioners, we're the ones with the expertise, and having such expertise gives us an implied mandate to lead our communities in the right direction.

Cognitive Theory Expertise

Solid expertise in cognitive theory is also vital. We can deftly apply differentiated instruction principles only as far as we understand how our students' minds work. For example, nothing goes into long-term memory unless it's attached to something already in storage. So, we create prior knowledge where there is none. If we're teaching something of major importance on Wednesday, and it's clear that seven students have no personal background with the intended concepts, we give the larger class an anchor activity on Monday, and we provide these seven students with the necessary background experience so they can fully participate and appreciate Wednesday's learning to come.

With solid footing in cognitive theory, we can head off many potential hurdles to student success. Our ability to retrieve information and apply it such as students do on tests has almost everything to do with how it enters our minds the first time we experience it, not so much how we studied it down the road. In order to maximize learning, then, we structure information as students first receive it. For instance, we would never tell students to read chapter 15 and summarize it without first explaining the chapter's structure or helping students to determine its structure:

43

“This is a compare and contrast of Frederick Douglas and Abraham Lincoln. Their similarities and differences are examined in each of the following five areas: childhood, education, careers, struggles, and politics. Given this knowledge before we begin reading, how might we set up our summarizations?”

Students set up Venn diagrams and other graphic organizers that allow them to compare and contrast the two figures. If a student asks, ”What information from the chapter will be on the test?” we don't glibly reply, “Just read and learn every fact from the whole chapter. I reserve the right to choose anything I want from the chapter to put on the test. I'll know whether or not you read it carefully.” This isn't teaching. This is playing the game of school. This teacher is out to document deficiencies, not teach so that students learn. To be clear, the goal is not for students to read every word of the chapter, which is what the teacher promotes as the goal to students. The goal is for students to learn the similarities and differences between Douglas and Lincoln in the areas listed. It requires repeated visits to what we consider essential and enduring in our lessons in conjunction with solid understanding of cognitive theory.

Differentiated Instruction Expertise

If we know only one model of instruction or one way to teach something, we're setting our students and ourselves up for failure. Professor, author, and literacy expert, Kylene Beers freely admits that for years she had only two ways to differentiate instruction for students who struggled: teach louder and slower. Her experiences convinced her to move beyond such ineffective practices, however, and her students are now achieving at dramatically higher levels. She and other successful educators embrace the lexicon and practices of differentiated instruction as the first step to mastering this thing called, “teaching.” Successful differentiated instruction teachers give themselves three or more years to really feel savvy with differentiated instruction practices, realizing it's a journey, not a destination

Let's make it compelling for teachers and administrators to explore differentiated instruction principles and practices such as scaffolding, tiered lessons, assessment informing instruction, respectful tasks, compacting curriculum, “What is fair is not always equal,” readiness-interest-learning profile grouping, foundational versus transformational, structured versus open-ending, and flexible grouping. Let's ask what our communities would be like if differentiated instruction for students every time they needed it, K to 12th grade, and what they would be like if we never differentiated instruction when they needed it, K to 12th grade.

Many teachers are parents, too. They hope their children's teachers are experts in these areas, and that they successfully integrate that expertise to maximize learning for their students. In my own case, my children have occasionally needed differentiated approaches, for both advanced and early readiness levels. If I'm stuck for ideas on how to help my children at home with what they're learning in school, I've contacted their teachers in search of advice, asking, “What are some of the ways you differentiate instruction for students with diverse needs like this?” There's no emotional inflection, no accusation -- just a sincere interest in helping my child.

The question is usually met with silence on the other end. A moment later, the teacher asks, “Are you a teacher?” I respond that I am, and I wait. Each time I have asked this question of my children's teachers, however, I've been initially disappointed with the response. When my child demonstrated 100% proficiency on a pre-test on what's going to be taught for the next five weeks, the teacher responded that the unit would be a good review. There was no mention of compacting the curriculum or extending my child's exploration of the subject beyond the basal text. In one situation in which my child was struggling, the teacher said, “There's just nothing else we can try at this point. We'll have to hope he gets it over the next few years.” Not one of the teachers has been able to verbalize how to differentiate instruction in general, let alone offer something specific for my child. The most common response was to work with the child after school one day next week.

44

“Red flags” should go off in our minds if a teacher can't explain how to differentiate instruction, at least in general terms. As a parent, I worry about my child in such classes. Sometimes, though, it isn't a lack of expertise, but a different lexicon that prevents teachers from responding. This is fine -- they are differentiating instruction, but they are using different terms. If the teacher has no background in cognitive theory, differentiated instruction, their subject, or what is developmentally appropriate, however, they need to brush up on them.

What happens to the students in the mean time. Being a parent who is also a teacher, I can walk the talk and advocate for my child. I know what's going on and how to do it. Who's going to advocate for all the children who have parents who are not teachers. The classroom teacher. That advocacy is achieved only as teachers successfully incorporate their expertise with their discipline, their students, cognitive theory, and differentiated instruction practices.

While most concertos have three distinct movements, the differentiated instruction concerto has four. Maria in The Sound of Music bike ride enabled her students to progress together, each in their own way and at their own pace because she successfully blended discipline (knowledge and skills), development appropriateness, cognitive theory, and differentiated instruction practices. She knew what she was doing. With just one of these aspects missing from the concerto, the music would fall flat and one or more students would be left behind. As highly accomplished professional educators we can compose successful concertos with these four distinct movements, concertos worth performing with each new group of diverse students we serve.

©2006 WETA. All Rights Reserved.

45

To demonstrate what I have learned about _____________________________, I want to

Write a report Make a movie

Put on a demonstration Create a graphic organizer or diagram

Set up an experiment Other ___________________________

Develop a computer presentation ___________________________

Build a model

Design a mural

Write a song

This will be a good way to demonstrate understanding of this concept because ______________________________________________________________________________________________________________________________________________________________________________________

To do this project, I will need help with______________________________________________________________________________________________________________________________________________________________________________________

My action plan is ______________________________________________________________________________________________________________________________________________________________________________________

The criteria/rubric which will be used to assess my final product is ________________________________________________________________________________________________________________________________

My project will be completed by this date: ______________________________

Student signature: ______________________________________ Date ___/___/___

Teacher signature: ______________________________________ Date ___/___/___

The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs; Cooperative Agreement #H326K020003

SHAPING UP A REVIEW

Learning Contract

52

What Squares with my beliefs?

What are some questions still circling around in my head?

What are three points you want to remember?

53

site action - pvrecconsortiumpvrecconsortium.wikispaces.com/.../new+mexico+plann… · web...

Documents