WHY DIFFERENTIATION?

Personal growth as a 21st Century Learners Thinker Innovator Collaborator Contributor

Developing Skills Needed for 21st Century

Framework for 21st C Learning – Sue Z. Beers Check out this resource! Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration

Sam Bachalo Gr. 11 KSS Former KLO Student Great Example of Our Goals Working with Attributes of a Learner KLO Gr. 9 POL “Exit Ticket” June, 2015

Positive Aspects of DI – See Handout

Dispelling Myths, Misunderstanding Differentiation is a set of instructional strategies. It's adequate for a district or school leader to tell, or even show, teachers how to differentiate instruction effectively. Differentiation is something a teacher does or doesn't do (as in, "I already do that," or "I tell our teachers that they already differentiate instruction.") Differentiation is just about instruction

Dispelling Myths, Reality Differentiation is a philosophy of learning. It is, in fact, a set of principles. away of thinking about teaching and learning. Learning to differentiate instruction well requires rethinking one's classroom practice and results from an ongoing process of trial, reflection, and adjustment in the classroom itself.

Dispelling Myths, Reality Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way – especially with students who can threaten order in the classroom. However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile. Although differentiation is an instructional approach, effective differentiation is inseparable from a positive learning environment, high- quality curriculum, assessment to inform teacher decision making, and flexible classroom management.

TEACHING WHAT YOU BELIEVE Importance of student/teacher mindset Traditional vs di Exploring a philosophical compass

Defining Differentiated Instruction (Wormeli) Differentiation is foremost a professional and responsive mind-set. Most durable of Rick Wormeli’s contributions (according to Carol Ann Tomlinson)

The Effective Teacher’s Mindset Many assumptions and beliefs that make up that mindset are particularly pertinent to the learning environment in differentiated classrooms Teachers have a lifelong impact The classroom must feel safe and secure All students want to succeed The social-emotional needs of students must be met Empathy is very important Students should feel a sense of ownership of their education Teachers should identify and reinforce each student’s areas of competence Teachers should address fears of failure and humiliation Discipline is a teaching process (Teach acceptable behaviours rather than intimidate/humiliation)

Establishing a Mindset for Differentiation Ten Important Questions – Wormeli (2004) Are we willing to teach in whatever way is necessary for students to learn best, even if the approach doesn’t match our own preferences? Do we have the courage to do what works, not just what’s easiest? Do we actively seek to understand our students’ knowledge, skills, and talents so we can provide an appropriate match for their learning needs? And once we discover their individual strengths and weaknesses, do we actually adapt our instruction to respond to their needs? Do we continually build a large and diverse repertoire of instructional strategies so we have more than one way to teach?

Establishing a Mindset for Differentiation Do we organize our classrooms for students’ learning or for our teaching? Do we keep up-to-date on the latest research about learning, students’ developmental growth, and our content specialty areas? Do we ceaselessly self-analyze and reflect on our lessons – including our assessments – searching for ways to improve? Are we open to critique? Do we push students to become their own education advocates and give them the tools to do so? Do we regularly close the gap between knowing what to do and actually doing it?

Isn’t Treating Students Differently Unfair?(Kagan SmartCard, 2005) Equity means treating students fairly, but it does not mean treating all students exactly the same DI teachers strives to help all students reach their highest potential To do this means not all students will do the same thing at the same time

To Promote Fairness (Kagan SmartCard, 2005) Be mindful not to give privileges to certain students or groups Avoid creating fixed “high” and “low” ability groups Use flexible groups so students work frequently with many other classmates with different abilities Have high expectations for all students and give all students equal access to advanced curriculum and instruction Make adaptations to help each student experience greater success while avoiding the pitfalls of tracking and labeling

Differentiation in Middle & High School, Doubet & Hockett (2015) How do I set the tone? How do I determine what I have to teach? How do I know what students already know? How do I get students to care? How do I help students make sense of it? Is my teaching working? What if students are in different places? Do students get it? How do I keep this sane?

Traditional vs Nontraditional Using differentiated instruction to support all learnerS 4:04 https://www.youtube.co m/watch?v=EOPe_cJ67No

Yes, But… Common Sticking Points About Differentiation While presented with evidence that student-focused teaching is beneficial, let’s take a look at some of the “yes, but…” statements! I CAN’T….. YES, BUT….

A Philosophical Compass As we know, personal values are beliefs, principles or ideas that are important to us in our lives. Values are what we stand for in life -- they are often things that we are for or against -- what we believe in and are willing to support and stand up for. Ideally, our personal values guide our life choices, big and small. Personal values are important because they provide us with a road map for the kind of life we aspire to lead.  What values (beliefs, principles or ideas) are important to us as we teach in our classrooms?

Inspiring Ideas Towards Creating Our Own Philosophy and Beliefs About Teaching https://www.youtube.com/watc h?v=UCA1y1N0Hbc A teacher’s philosophy and beliefs as completed for a professional course 5:43