1. Dare to Be a Leader for Differentiation Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools, Maryland despitia@hcpss.org lgrahn@hcpss.org

2. Workshop Choice Board

3. Session Outcomes Participants will:  Revisit background knowledge of research and application of differentiation strategies.  Examine examples of differentiation strategies.  Explore leadership for differentiation, professional development, teacher support, and implementation.  Plan for next steps for implementing differentiation.

4. Let’s do a fuel gauge check Think about your experience level with differentiation in terms of a fuel gauge. 1/4 tank: in need of more “fuel” 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

5. Let’s do a fuel gauge check Form a small group of 4 with a variety of fuel levels. 1/4 tank: in need of more “fuel” 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

6. Warm-up: Mixed readiness groups Cut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.

7. Your category ideas Content What Process Considerations Interests Learning Environ Product Learning Styles Students Strategies Why? How Who?

8. DIFFERENTIATION: What is it?

9. Differentiation based on research and writings of: Carol Ann Tomlinson Professor of Educational Leadership University of Virginia

10. Differentiation Non-Negotiables Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping

11. Differentiation is a teacher’s response to learners’ needs guided by general principles of differentiation, such as respectful tasks ongoing assessment flexible grouping Teachers can differentiate according to students’ through a range of instructional and management strategies ProcessContent Product Interests Learning Profile Readiness

12. Why Differentiate?

13. Why Use Differentiated Instruction? Enables teachers to provide learning opportunities for all students by offering varied learning experiences. Allows teachers to put research-based best practices into a meaningful context for learning.

14. Why Use Differentiated Instruction? Helps teachers to understand and use assessment as a critical tool to drive instruction. Encourages teachers to plan proactively for student-centered learning.

15. Why Use Differentiated Instruction? ( Continued ) Adds new instructional strategies to teachers’ “toolboxes”- introducing or reinforcing techniques to help teachers focus on essentials of curriculum. Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. Meets curriculum requirements in a meaningful way for achieving students’ success.

16. How do I know how to DIFFERENTIATE?

17. Differentiation Concepts Student characteristics Readiness Interest Learning Profile

18. Differentiation concepts Classroom elements Content Process Products Learning Environment/ Affect Assessment

19. Content Process Product Environment Assessment Differentiation

20. Content Process Product Environment Assessment Differentiation

21. Content Process Product Environment Assessment Differentiation

22. Content Process Product Environment Assessment Differentiation

23. Content Process Product Environment Assessment Differentiation

24. What does differentiation look like in the classroom?

25. A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.

26. Differentiation Look Fors

27. Examples of Differentiation Strategies Learning Centers R.A.F.T. Assignments Choice Boards Tiered Assignments Pre-assessment WebQuests Flexible Grouping Adjusting questions Compacting Independent study

28. Learning Centers: “DI-nalysis” RAFT Assignments Tiered Assignments Choice Boards Learning Centers Classroom Scenarios= At each center… 1.Analyze the artifact(s). 2.Respond to the discussion question(s).

29. Time for a break!

30. SUGAR RUSH!!!- Corners activity What’s your favorite dessert? Stand under the sign of the best category name for your favorite dessert. Break that group into groups of 4-5 and sit together at a table.

31. Expert Advice on Implementation of DI

32. 10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction 1. Establish a need and articulate a vision. 2. Establish common definitions and terms. 3. Build understanding and support among stakeholders. 4. Link differentiation and best practice. 5.Focus district initiatives.

33. 10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction 6. Attend to competing mandates. 7. Plan for leadership and support. 8. Allocate financial resources. 9. Look ahead to assessing progress. 10. Plan for the long haul.

34. Differentiation Foldable What we’ve done so far with DI Challenges to implementing differentiation Where I would like my district to go next with DI

35. Our World Language Program’s DI Journey Howard County Public Schools, Maryland

36. Our district’s profile 72 Schools- Total enrollment: 48,571 39 - Elementary schools 01 - Pre-k to Grade 8 school 18 - Middle schools 12 - High schools 02 - Special schools

37. Our program’s profile MS: French, Spanish, grades 7-8 HS: French, Spanish 1-5 AP Chinese, German, Latin, Italian 1- 4/4 AP ASL, Russian Overall WL enrollment: 11,000

38. WHY DI for HCPSS? Shift in how MS students were placed in WL Need to differentiate between regular and honors courses Emphasis on knowing our learners

39. HCPSS Vision + Differentiation

40. Differentiation through the Lens of Cultural Proficiency Assess culture Value diversity Manage the dynamics of difference Adapt to diversity Institutionalize cultural knowledge

41. Differentiation + Culturally Responsive Teaching Understand how learners construct knowledge Learn about students’ lives Be socio-culturally conscious Hold affirming views about diversity Use appropriate instructional strategies Advocate for all students

42. Plan-Do-Study-Act

43. Our WL Program’s Journey with Differentiation 200320042005200620072008

44. 2003 Team did in-depth research over summer to create Guide for Differentiation of Honors Level Courses PD Sessions on Classroom Elements Differentiated Assessment Challenge ITLs: Leadership for Differentiating Schools and Classrooms book study ITL Vision statements for Differentiation

45. 2004 Focus on Knowing the Learner- Multiple Intelligences, Learning Preferences Environment/Affect Brainstormed Strategies

46. 2005 Developed draft of tiered activities by communication modes Introduced tiered assignments Teachers created tiered assignments in teams Middle School teachers given “Instruction for All Students” book MS Presentation by Special Education and Gifted Education specialists MS PD on WebQuests

47. 2006 “Dare to Differentiate”- background info, learning centers, RAFT assignments, choice boards, flexible grouping, tiered assignments MS teachers given How To Differentiate Instruction in Mixed Ability Classrooms books Uploaded teacher-created products onto Document Repository Presentations by Special Education and Gifted Education specialists SHOUT: SHowing off OUr Talents- sharing of implemented DI strategies (MS) Differentiation of Assessment- Photo Album Approach

48. 2007 Get It Write!- incorporated differentiation strategies Thematic Thursday- Differentiated project ideas MS PD- Multiple Intelligences and Language Learning

49. Happy Surprise! HS WL department did portfolio review on implementing DI strategies over 2 years

50. Intentional Decisions Provide collaborative opportunities Provide access to professional articles and research on DI Help teachers to see DI as powerful tool and not as an add-on

51. Intentional Decisions Approach DI as a shift in philosophy, not as a one-shot deal Emphasize going slow to start Pair DI with Reflective Practice Celebrate and validate what we are already doing with DI

52. 2008 Challenges Bringing new staff up to speed Moving to application stage Provide time to create DI lessons and activities How to incorporate DI into district curriculum

53. Plans for This School Year November 24 PD for High School WL teachers “Differentiation and Beyond” February follow-up April Countywide PD for all WL teachers: Washington, DC

54. Helping our teachers begin the journey

55. Progression of Support for HCPSS WL teachers with DI 1.Explore research/strategies 2.Analyze examples 3.Create own products/lessons tailored to curriculum and students 4.Encourage reflective practice- how? why? so what? based on what?

56. Progression of Support for HCPSS WL teachers with DI 5. Share products on WL DR 6. Provide access to resources through DR, wiki, CLC conference 7. Create collaborative support system

57. Support for teachers with DI Differentiation buddies

58. Support for teachers with DI Resources on the DR

59. Support for teachers with DI WL Intranet Pages

60. Support for teachers with DI Dare to Differentiate Wiki

61. Support for leaders with DI Dare to Differentiate Wiki

63. Dare to Differentiate Wiki daretodifferentiate.wikispaces.com

64. What will your timeline for DI look like?

65. Sharing Groups (random grouping) ABCDEABCDE

66. What differentiation strategies have you experienced today? Pre-assessment Flexible grouping Learning centers Choice boards

67. Let’s do a final fuel gauge check! 1/4 tank: in need of more “fuel” 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

68. We appreciate your feedback!

69. Dare to DIFFERENTIATE Take the dare.

70. Dare to DIFFERENTIATE despitia@hcpss.org lgrahn@hcpss.org