From book by Carol Ann Tomlinson and Jay McTighe (ASCD 2006) Integrating Differentiated Instruction and Understanding by Design Connecting Content and Kids From book by Carol Ann Tomlinson and Jay McTighe (ASCD 2006)

What is Differentiation? Think-Pair-Share

Tomlinson says… Differentiation is “matching your instructional approach to the needs and interests of every student.”

Enduring Understanding Understanding by Design and Differentiated Instruction are “the two halves of the classroom puzzle” (Tomlinson and McTighe v). UbD=Curriculum DI=Instruction

In other words… UbD= What we teach DI = Whom, where, and how we teach (2).

Essential Questions What is Differentiated Instruction? How do I integrate Differentiated Instruction and Understanding by Design? When is it appropriate to differentiate?

But Differentiation is so overwhelming! UbD is the perfect framework to think about Differentiation. I want to give you specific ideas about when and how it’s appropriate to differentiate.

(DI norms for teachers) There are nine attitudes and skills essential for Differentiated Instruction… (DI norms for teachers)

DI Norms for Teachers “[Teachers who differentiate] establish clarity about curricular essentials. They accept responsibility for learner success. They develop communities of respect.

DI Norms, cont. They build awareness of what works for each student. They develop classroom management routines that contribute to success. They help students become effective partners in their own success.

DI Norms, cont. They develop flexible classroom teaching routines. They expand a repertoire of instructional strategies. They reflect on individual progress with an eye toward curricular goals and personal growth” (40).

Differentiation Pitfall An English teacher had students create props for Romeo and Juliet for their final. Some created backdrops, some sewed costumes, some constructed the globe theater, and some made a soundtrack. This project definitely allowed students to use multiple intelligences; however, how is this differentiation gone wrong?

When is it appropriate to differentiate? Look at the blank UbD template. Let's consider when to differentiate within the context of the UBD model…

Stage 1 - Desired Results Enduring Understandings and Essential Questions (U and Q) These should NOT be differentiated.

Stage 2 – Assessment Evidence Performance Tasks and other evidence (T and OE) These MAY be differentiated, BUT you must keep the EQs and EUs in mind to avoid the aforementioned Romeo and Juliet pitfall.

Stage 3 – Learning Plan WHERETO (what, hook, equip, rethink, evaluate, tailor, organize) These SHOULD be differentiated (36).

Differentiation Pitfall “…teachers attempt to “differentiate” instruction by giving struggling learners less to do …and by giving more advanced students more to do ... It is not helpful to struggling students to do less of what they do not grasp. Nor is it helpful to advanced students to do more of what they already understood… the “more” or “less” approach to differentiation occurs when we lack clarity about essential outcomes and thus a meaningful basis from which to differentiate” (41).

There are 11 steps to integrating UbD and DI…

Step 1 Believe the 9 essential norms of Differentiated Instruction

Step 2 “Early in the year, pre-assess for learner proficiency with precursor knowledge and skills (e.g., reading, writing, computation, spelling, vocabulary) as well as for interest and learning preferences” (145).

Look for patterns among assessment results… This makes DI seem less overwhelming.

Step 3 “Determine desired results of a unit (established goals, essential understandings, what students will know and be able to do, essential questions)” (145).

Step 4 “Determine acceptable evidence that students are proficient with desired results (including performance tasks and other evidence in varied formats and modes)” (145).

Step 5 “Develop a learning plan, including direct instruction and learning activities, to ensure that student develop proficiency with content goals” (145).

Step 6 “Pre-assess to determine existing student knowledge, understanding, and skill” as related to the unit (145).

Step 7 “Differentiate and implement initial learning plans in response to pre-assessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole-class and small-group instruction, varied task complexity, and so forth” (145).

Step 7 is dense, so let’s break it down into four manageable chunks… *Please fold a sheet of paper and use it to list one or two ideas you can use from each slide. You’ll use this in a few minutes. Select instructional strategies that respond to student Readiness Interest Learning profile Multiple categories

Step 7 – Instructional Strategies that Respond to Student READINESS Think-alouds Varied homework Small groups Personalized spelling and vocabulary Learning contracts Materials at various reading levels Word walls Guided peer critiques (110). Frequent self-assessments In order to plan for readiness, you must pre-assess

Step 7 – Instructional Strategies that Respond to Student INTEREST Interest groups (literature circles) Expert groups WebQuests Independent studies I-search Personalized criteria for success (100) Make it an argument or debate (Gerald Graff) Survey for student interest at the beginning of the year

Step 7 – Instructional Strategies that Respond to Student LEARNING PROFILE Visual organizers Icons Varied work options (alone or with a partner, etc.) Opportunities for movement Varying modes of teacher presentation (100) Four corners debates True Colors, Learning Styles Inventory http://www.internet4classrooms.com/di.htm

Step 7 – Instructional Strategies that Respond to MULTIPLE CATEGORIES RAFTs (Role, Audience, Format, Topic) http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/RAFT.htm Graphic organizers (100) Letters to the teacher Post-Its are your friend Help students indicate where they got confused in a reading Bloom’s wheel, students read and write a question on the Post-It

Brainstorm alone or with a partner On your green sheet, add ideas you can use to respond to student readiness, interest, learning profile, or multiple categories.

Step 8 “Use formative or ongoing assessment, including performance tasks and student reflection, to gather evidence about student progress and needs” (145).

Step 8 –Formative assessment idea One quick formative assessment idea is to use “exit cards.” Near the end of class, I hand out an index card to each student. I might ask them two questions: 1. What’s the most important aspect of ___________. 2. What’s one thing you still don’t understand? I tailor the next day’s instruction according to student responses.

Step 9 “Continue to differentiate initial learning plan as needed based on formative assessment data” (145).

Step 10 “Implement summative assessment plans with appropriate options to determine student knowledge, understanding, and skill…” (145).

Step 11 “Report to students and parents regarding product, process, and progress” (145).

Closing Thoughts “It’s a very different teacher who accepts the reality that if a student has not yet learned a thing of importance, the teacher has not yet taught it well enough. If a student is not growing—even if he or she is making As—the teacher is not teaching that student” (44). *Five minute write

Integrate DI into your minilessons Now look at your minilessons. As you focus on Stage 3, jot down ideas about when, how, and what to differentiate.

Additional Resources Instructional Strategies http://olc.spsd.sk.ca/DE/PD/instr/instrsk.html University of Virginia, Curry School of Education Reading Quest http://curry.edschool.virginia.edu/go/readquest/strat English Companion Web Site (Jim Burke) http://www.englishcompanion.com Greece, NY Central School District http://www.greece.k12.ny.us/instruction/ela/6-12/tools/index.htm TONS of Differentiated Instruction Resources http://www.internet4classrooms.com/di.htm