Differentiating Instruction in the Classroom using MAP Data Nebraska Unified #1 December 20, 2012 with ESU 8 Staff Development & Technology Staffers

Agenda Introductions and Review of Agenda Using the MAP Class Breakdown and the DesCarte Differentiation of Instruction – What it is….How do you “do” it… How do you use it Break w/ grouping for Work Time Work Time to create a Differentiated Lesson for use first full week in January 2013

Class Breakdown Sheet and the DesCarte Slide 11 – SSD Facil_Presentation core4.pptx

Climbing The Data Ladder: Differentiating Instruction Introduce this module by paraphrasing the following: Quoting Carol Ann Tomlinson, “ In the United States more than a century ago, the teacher in a one-room schoolhouse faced a challenging task. She had to divide her time and energy between teaching young children who had never held a book and could not read or write and teaching older, more advanced students with little interest in what the young ones were doing. Today’s teachers still contend with the essential challenge of the one-room schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally-shaped ways of seeing and speaking of the world, and experiences in that world.” Next, let participants know what will be included in this module: *We are going to begin to look at how our data can inform instruction to meet the needs of these diverse students. *We will come to have a better understanding of what differentiating instruction is and begin to explore ways that a teacher can differentiate. *We will look at ways we can adjust content, instruction and assessment to better improve student learning. Introduce yourselves. Briefly cover purpose of the workshop. Ask who has recently attended an Stepping Stones workshop (a show of hands). Explain that there may be some minor repetition though the first module. This is necessary in order to get everyone on the same page. If participants have attended a recent Stepping Stones, explain that you may call on them for their input through module 1.

Why Differentiated Instruction? Dealing with the reality of diverse learners Paraphrase the following idea: We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned. Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system.

One way to think about differentiation Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. Share this definition with participants. Talk about how differentiation doesn’t mean individualized instruction, but that it is simply good teaching. Over the years, teachers have developed many approaches to meeting student differences in classrooms. Differentiation starts with matching learning opportunities for students to readiness, interests and learning profiles. One can differentiate by content, activities and/or products. Let participants know that they will see examples of differentiated instruction during this module. Introduce Video #2, “What is Differentiated Instruction.” Have participants watch for any insights from this clip. Debrief as large group when over.

Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson Next, in small groups have participants jigsaw read the article “Mapping a Route Toward Differentiated Instruction,” by Carol Ann Tomlinson. They will then share their summary of what they read and discuss their insights. Put the next screen up for instructions.

Jigsaw Reading Activity “Mapping A Route Toward Differentiated Instruction,” C. Tomlinson, Educational Leadership, 57:1, September 1999 In your small groups, each participant selects a “segment” of the article to read (A,B,C,D) Each member then briefs the rest of the group on his/her segment Talk about any thoughts generated through the discussion of the article Walk around to monitor discussion and to answer any questions.

Differentiation of Instruction Is a teacher’s response to learner’s needs Go over each part of this slide. This chart is taken from Carol Ann Tomlinson. Explain the following: Respectful Tasks: All students participate in respectful work. The teacher shows respect for learners by honoring both their commonalities and differences, not by treating them all alike. It is a deep respect for the identity of each student that makes a classroom work. The teacher respects the readiness level of each student, expects all students to grow and offers all students opportunities to explore at their own readiness levels. All student tasks are equally interesting, equally important, and equally engaging. Flexible Grouping: In a differentiated classroom, the teacher draws on a wide range of instructional strategies that help her focus on individuals and small groups, not just the whole class. Differentiation is an organized yet flexible way of proactively adjusting teaching and learning to meet kids where they are and help them to achieve maximum growth as a learner. Some time we work with the whole class, sometimes with a variety of small groups, sometimes with individuals. And this changes from day to day and week to week. Assessment Assessment is ongoing and diagnostic. Assessment yields an emerging picture of who understands key ideas and who can perform targeted skills, at what levels of proficiency and with what degree of interest. The teacher then shapes tomorrow’s lessons to help students move ahead from their current level of competency. Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

Teachers can differentiate: Content Process Product according to student’s Readiness Interests Learning Profile Now let’s look at how teachers can differentiate using content, instructional process, and product (or assessment) according to student’s readiness level, her interests and her individual learning profile. through a range of instructional and management strategies… Source: The Differentiated Classroom, Tomlinson 1999

PRODUCTS/ ASSESSMENTS Ask yourself about: CONTENT Content refers to our standards and written curriculum. Activities are our instructional strategies and processes. And assessments are our formative products, along with our data regarding student growth. We’re going to look at each of these parts more closely to see how they connect and how they determine growth up the rungs of the ladder of success. PRODUCTS/ ASSESSMENTS PROCESS/ ACTIVITIES

Content: How do we adjust or modify the knowledge and skills we expect students to learn? Consider the question on the lowest rung of the ladder that we visited in Module 4, “How do we adjust or modify the knowledge and skills we expect students to learn?” We’re going to view a clip of video that will begin to give us insight into this question. View video clip.

3-Minute Buzz After viewing the video, have participants share in small groups any insights and ideas to share with total group. Use the 3-Minute Buzz: With some colleagues spend 3 minutes noting the following: 1. Something you’ve seen that affirms your thinking. 2. An idea new to you. 3. Something you’re uncertain about. Share highlights of discussion with total group.

Activities: How do we modify our teaching strategies to help students acquire the knowledge and skills they need? Consider the question on the lowest rung of the ladder that we visited in Module 4, “How do we adjust or modify the knowledge and skills we expect students to learn?” We’re going to view a clip of video that will begin to give us insight into this question. View video clip.

Think – Pair - Share Lead the group in a Think-Pair-Share Activity. Handout is on next screen and in materials packet, page 10.

Products/Assessments: How do we adjust or modify the way we assess student learning to better measure student growth? Consider the question on the lowest rung of the ladder that we visited in Module 4, “How do we adjust or modify the knowledge and skills we expect students to learn?” We’re going to view a clip of video that will begin to give us insight into this question. View video clip.

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

What is meant by ongoing assessment and adjustment? Assessment is organic! Quick, not always recorded for a grade Is a tool that directly affects ongoing plans for instruction Leads to increased “yields” in academic growth Have a brief discussion about assessment with participants.

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Ask them to take a moment to reflect on this slide relative to what they have learned. Ask for questions and comments. Remember that flexible doesn’t only have to mean within your classroom. Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

What is meant by “Flexible Grouping?” Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency Students sometimes work in groups defined by interests and/or learning styles Teachers sometimes move between groups to provide instruction Suggest that not only does flexibility mean that students can move, but also that it can be the teacher that moves. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level.

Benefits of Flexible Grouping Teacher becomes more of a “facilitator” of knowledge and skills Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture Introduce Video clip by asking group to think about themselves in the role of the “facilitator” in this classroom. How does it feel? What reservations do you have? What part of it is exciting and challenging? View Video clip. Working alone, list some “hot spots” or problematic areas you think about when you plan for multiple tasks in the classroom. Working with colleagues, pose some possible solutions or strategies to address the “hot spots.” What ideas did the video provide?

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

Just a sampling of strategies that support Differentiated Instruction Multiple Intelligences Tiered Lessons 4-MAT Jigsaw Tiered Centers Varied questioning strategies Taped material Tiered Products Interest Centers Anchor Activities Learning Contracts Interest Groups Varying Organizers Small Group Instruction Varied Homework Varied Texts Group Investigation Compacting Varied Supplementary Materials Orbitals Varied Journal Prompts Literature Circles Independent Study Complex Instruction Cubing Tiered Assignments Reading Buddies Have participants share in small groups which of the strategies they have used or observed. Have them share their definition and a short explanation of what it looks like in the classroom. Show or discuss example of each of these strategies that participants do not share – or provide description in materials packet. Source: The Differentiated Classroom, Tomlinson 1999

One Example: Cubing After viewing the video clip you will have the opportunity to create your own cube from the ladder you created in module 4. Keep this in mind as you watch the clip.

“I’m a secondary teacher. How can I differentiate?” It can be done! Anchoring Activities Adjusting Questions Tiered Assignments View Video clip This is a great example of how differentiation can be used in a secondary classroom.

What are Anchor Activities?

Differentiated Instruction “How do I manage all these strategies?” Have the participants view video clip.

Just a Few Management Strategies for the Differentiated Classroom . . . Appoint a class expert (student) Have clear, written directions for all activities Grade judiciously Schedule “quiet” days Post procedure list for “early birds” Have sponge/anchoring activities available at all times and well-known to your class

Resources for discussions about differentiated grading www.eyeoneducation.com/newsletters/639-x2.htm - article by Amy Benjamin How to Differentiate Instruction in the Mixed Ability Classroom – Carol Ann Tomlinson (available at www.ascd.org) Chapter 14 offers a very succinct, yet thorough examination of options for grading that can work in the differentiated classroom 

Purposes for grading What is the grade are intended to communicate? Are those to whom the communication is directed are clear about the grade's meaning and intended purpose? The answers each district/school will arrive at may be different, but achieving clarity of purpose for grades is of the greatest importance 

Principles of Grading in a Differentiated Classroom: Tomlinson Clearly communicates standards that are being used Clearly delineates separate grades for growth (changes in learning from the beginning to the end of the instructional component) for achievement relative to standards of performance for effort Provides full disclosure to all

It can be done! Teachers who utilize D/I find that: They have fewer discipline issues Student growth is significantly increased Their interactions with students are more positive and productive Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them After viewing the “summary” video clip, have the participants complete the “3’s” Worksheet, share it, and turn it in. Let them know that we will use this in future planning. Now let’s go back to some of the definitions we wrote for “differentiated instruction.” Has anyone changed what they thought their definition was? Is there anything you’d like to add?