20160822 atee checklist for high quality differentiated instruction
TRANSCRIPT
High quality differentiated instruction
A checklist for practitioners
Wouter Smets
ATEE Eindhoven 22/AUG/2016
Table of contents
1. Introduction
2. Method
3. Results
4. Discussion
Introduction
Introduction: heterogeneity in Flemish SE classes
Diversity rapidly increasing in many area’s
> urban as well as rural
> perceived rather than absolute
> perception of ‘diversity’ as cultural
Heterogeneity perceived as omnipresent
> SES
> learning disorders
> readiness levels
Student diversity:
‘a problem in the classroom?’
introduction
See also:
(Crul and Holdaway 2009)
(Meissner and Vertovec 2015)
(Geldof 2013, Geldof 2015)
Introduction
Trend towards inclusive education
learning disorders
special needs
roots in migration
theory practiceLarge gap
Basic teaching competences(Vlaams ministerie van Onderwijs, 2007)
Introduction
Differentiated instruction (‘binnenklasdifferentiatie’) is anapproach to teaching that takes into account differencesbetween students in a proactive, positive and planned way in order to gain the maximum learning effect for eachstudent.
(Coubergs, Struyven et al. 2015)
Adapted from: Oaksford & Jones, 2001
Hypothesis:
Gap between theory
and practice can be
filled through
Teacher professional
development
Research aiming at:
Developing evidence-informed checklist for in-service teachers
Closing gap between theory and practice
Method
Practice-oriented review study
Criteria for high quality differentiated instruction
Teaching effectivity
Expertise differentiated
instruction
Hattie
Marzano
Muijs &
Reynolds
Tomlinson,
Coubergs
&Struyven
Operationalisation: 8 characteristicsTomlinson Coubergs & Struyven Operational characteristicsTeacher’s response to
learner’s needs
Handling differences in the
classroomTeacher reacts to different student characteristics depending on student’s
needs
A
Adapting to students
readiness, interests, learning
profile
Interest, learning profile, learning
status: aiming at maximizing
learning
Teacher adapts to differences in learning status, interest and/or learning
profile aiming at maximizing learning
B
Respectful tasks Teacher adopts respectful attitude towards students C
Teacher philosophy: growth
mindset & ethical compass
towards student
Teacher acts following principles of growth mindset
Teacher’s ethical compass is directed towards students
D
Positive, proactive, planned Teachers handles differences in a positive, proactive and planned way E
Differentiation of content,
process or productTeacher makes adaptations to content, process and product F
Flexible grouping Flexible grouping Teacher uses flexible grouping G
Ongoing assessment and
adjustment
Input = output Teacher gathers continuously information
Teacher adapts lessons based on this information
H
Range of instructional and
management strategies Teacher uses a range of instructional methods and organizational
strategies.
I
Checklist
“improves the quality and consistency of evaluations”
(Scriven 2005)
Tool for teachers
selfreflection and personal professional development
collaborative reflection and team development
Results: 3 sets of criteria
Set 1
The teacher in relation to his/her students
The teacher…
□ Shows interest for the students and relates to them with regard to their learning
□ Installs a classroom culture where failure is possible
□ Has high expectations for all students and help them surpass themselves
□ Has a well-balanced view on students with knowledge of personal characteristics and
without one-dimensional stereotyping
□ Considers learning attitude and habits of students, and helps improving these
Set 2
The teacher and the learning goals
The teacher…
□ Understands learning goals and know how to structure them towards complexity
□ Provides students with insight the learning path to follow
□ Provides students with feedback of what has been learned, and feedup for what
still needs to be learned
□ Gathers assessment data on what has been learned, and uses this in the future
teaching design.
Set 3
The teacher and the lesson design
The teacher…
□ Builds on existing knowledge, skills and attitudes
□ Uses a diversity of different teaching strategies
□ Adapts the teaching strategy depending on where students are in the learning
process
□ Uses flexible grouping depending on students interest, learning profile and learning
status
Discussion
Discussion
Operational characteristics are firmly supported by research on teaching effectivity
Checklist split up into 3 sets of criteria: teacher-student, learninggoals, lesson design
Important overlap with ‘good teaching’, but not entirely
Differentiatedinstruction
Goodteaching
important concerns: (1) homogeneous grouping, (2) learning styles
Discussion: Homogeneous grouping
Declining self-efficacy and
teacher expectations
Based on interest?
Autonomous student: selfdetermination
Discussion: Learning styles
Concept problematic
Avoid losing time with framing students
Incorporate choice:
Autonomous students
Implications forteacher education
Implications for teacher education
• Professional development towards differentiated instruction takes a lot of time
• Teachers need support for PD towards differentiated instruction
• Checklist high quality differentiated instruction is intended to behelpful instrument to support reflection
Read further
Read more?
Smets, W., A checklist for high quality differentiated instruction, in: ATEE 2016 conference proceedings (to be published).
Smets, W. and Sas, E. (2016), Onderzoeksrapport kwaliteitsvollebinnenklasdifferentiatie, Karel de Grote Hogeschool (www.kdg.Be/bkd)
And further:
• Struyven, K., Coubergs, C., Gheyssens, E., Engels, N., & Smets, W. (2016). Mythes over binnenklasdifferentiatie: naar een ‘leer-kracht’ig model. Hermes, 20 (59), 2-15.
• Smets, W. (2016), Differentiëren in de geschiedenisles. Krachtiger leren voor alle leerlingen, Hermes 20 (59), 44-51.
• Smets, W. (2016). Binnenklasdifferentiatie, lessen uit een innovatietraject, Impuls, 46 (3), 115-121.
