copyright carol tomlinson 2013 1caroltomlinson.com/presentations/ethics of differentiation.pdffor...
TRANSCRIPT
Copyright Carol Tomlinson 2013 1
Teaching Today’s Students: A Case for Differentiated Instruction
MAIS ConferenceRome, ItalyNov. 9, 2013
Carol Tomlinson, Ed.D.William Clay Parrish, Jr. Professor
University of Virginia<[email protected]>
An instructional approach that advocates teacher
attention to both content requirements and
students’ varied learning needs.
Copyright Carol Tomlinson 2013 2
The Teacher
The Student The Content
Artful Teaching as a Love Triangle
There are at least three compelling reasons.
Demographic Realities
Point to Differentiation
Copyright Carol Tomlinson 2013 3
Our schools today have:
more students with learning issues—identified and unidentified,
more students with emotional challenges,
more students whose first language is not the language of the classroom,
more students from stressed homes,
students from a broader spectrum of economic strata,
And—as always—students who:
have a broad range of interests,
approach learning differently,
are at different developmental stages,
and have different degrees of self-confidence, self-efficacy, and support.
Learning is Diverse and Different for Each Learner
As with all other human characteristics, learning is diverse and
different for each learner. It is a function of heredity, experience
perspectives, backgrounds, talents, interests, capacities, needs and
the unpredictable flow of any particular life. Learners have
different emotional states, rates and styles of learning, stages of
development, abilities, talents, feelings of efficacy and needs.
It is exactly this diversity that provides innumerable opportunities
for expanding learning--first, by acknowledging differences in
physiological, personal linguistic, cultural, and social back-
grounds, and second by focusing on the common features that
make all of us human. But the differences must be taken into
account as well, to provide all learners with the necessary
challenges and opportunities for learning
and self-development.
ASSESSMENT AS LEARNING
Using Classroom Assessment
To Maximize Student Learning
By Lorna M. Earl •l Corwin . 2003 p. 35
Copyright Carol Tomlinson 2013 4
Research
Points to Differentiation
Differentiation Addressed by John Hattie
Teachers must know where students are and aim to move them“+1” beyond that point; thus the idea of teaching the class as
a whole is unlikely to pitch the lesson correctly for all students. This is where the skill of teachers in knowing the similarities across students and allowing for the differencesbecomes so important.
Differentiation relates primarily to structuring classes so that all students areworking at or “+1” from where they start, such that all can have maximal opportunities to attain the success criteria of the lessons.
A truism in many schools is that the year of schooling reflects the spread ofof readiness levels more than anything else—at year 5 suggesting a 5 yearreadiness spread among students and at year 10 a 10 year spread. How toaccommodate this spread is a major concern.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge, p. 97.
Copyright Carol Tomlinson 2013 5
Many schools—especially high schools—resort to structural methods (e.g. tracking, pull-out programs). Despite these methods, all classes are full of heterogeneity, which is likely advantageous because students can learn so much from one another.There is no doubt that every student is different from every other one. Anart of teaching is seeing the commonality among the differences and havingpeers work together around thosecommonalities—especially whenthey bring different talents,errors, interests, and dispositions to the situation.
Note that differentiation relates more to addressing students’ different phases of learning from novice to capable to proficient rather than merely providing different activities to different groups or students.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge, p. 97.
For differentiation to be effective, teachers need to know, for each student, where the student begins and where he or she is in his or her journey toward meetingthe criteria of the lesson.
Is the student a novice, somewhat capable, or proficient? What are his or herstrengths and gaps in knowledge and understanding? What learning strategies doeshe or she have and how can we help him or her to develop other useful learningstrategies?
Depending on the student’s phase of learning, their understanding of surface anddeep thinking, their phase of motivation, and their strategies of learning, the teacherwill have to provide different ways in which students can demonstrate mastery andunderstanding along the way to meeting the criteria for success.
It should be obvious that rapid formative feedback can be very powerful for teachers to know a student’s phase of learning and then help them to achieve “+1” outcomes.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge, p. 98.
The key is for teachers to have a clear reason for differentiation and to relate what they do differently to where the student is located on theprogression from novice to expert relative to the learning goals and criteria for success.
In grouping students, the goal is not necessarily to arrange students byplace in the learning progression, but rather to group students at variedplaces in the progression so students can move forward as they discuss with, work with, and see the world through the eyes of otherstudents.
It is a mistake to assume that just because studentssit in groups, that they work in groups, or that anyform of differentiation occurs. That requires structure and instruction for students to developthe skills necessary for those things to happen.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge, p. 98.
Copyright Carol Tomlinson 2013 6
The Ethics of
Education and
Differentiation
What would we do in terms of Instruction if we made decisions
from a position of “advanced” moral
or ethical development—If that were our “North”?
Copyright Carol Tomlinson 2013 7
Obedience(Because therules say so)
Self Interest(Because itworks for me)
ConformityRelationship(Because peoplewill think well of me)
CompromiseSocial Contract(Because it willserve us all well)
Ethical Principles(Because it’sright)
Assumption:
The teacher’s overriding moral purpose is to meet the needs of students, even when it conflicts with personal preferences.
Assessment as Learning, Using Classroom Assessment To Maximize Student Learningby Lorna M. Earl, Corwin Press (2003), p. 111
1) When is it acceptable for students to work regularly with assignments and instruction that is either consistently too difficult for them orconsistently too easy for them?
2) When is it acceptable for some students to consistently experience rich,high quality curriculum and instruction and for others to consistentlyexperience lower quality curriculum and instruction?
Copyright Carol Tomlinson 2013 8
In today’s Information Age . . .
educators must operate from the premise
that it is the purpose of schools
to bring all students to their full potential
and to a level of education
that was once reserved
for the very few.
Professional Learning Communities at Work:
Best Practices for Enhancing Student Achievement
by Richard DuFour & Robert Eaker
1998, ASCD • pp. 62
To the degree that this statement is correct (and our best knowledgeindicates that it is correct),
We need schools designed to give all students equity of access to excellenteducational opportunity.
In many, if not most, schools, we fall short of that standard.
A Pedagogy of Poverty
§giving information
§ asking right answer
questions
§ giving directions
§ giving low level tasks
§ monitoring seatwork
§ reviewing
§ giving tests
§ going over tests
§assigning homework
§ going over homework
§ settling disputes
§ punishing noncompliance
§ grading papers
§ giving grades
M.Haberman • “The Pedagogy of Poverty vs. Good Teaching” Phi Delta Kappan, 1991 • 290-294
Copyright Carol Tomlinson 2013 9
A PEDAGOGY OF PLENTY
authentic tasks
meaning-driven curriculum
literacy-rich environment
quality resources
connecting school with home,
culture and community
problem-focused learning
cognitive and metacognition
in the context of purposeful
activities
collaborative work on issues
of deep concern to the
students
varied social configuration
engagement in substantive
dialogue, discussion, debate
about the substance of content
making meaning
Helen Hodges • Overcoming a Pedagogy of Poverty”
R.Cole, Ed. More Strategies for Educating Everybody’s Children
ASCD, 2001 * p. 1-9
What kinds of schools do we need?
School model Ethos Key process
Talent refineries School must provide opportunities for students to show what they can do
Ensuring good teaching and syllabus coverage
Talent incubators
All students students can learn, but not all students can achieve at high levels
Drawing out what is within the student
Talent factories All students can achieve at high levels
Whatever it takes
Dylan Wiliam
Equity & Excellence in Today’s SchoolsWill Most Likely Result From:
Proliferation of the “Pedagogy of Plenty”
High ceilings/High relevance/ High personalization
Struggling and typical
learners
Best practice literacy and
scaffolding
Advanced and advancing
learners
Best practice
Extension of challenge
Retain and extend access to
equity & excellence
Provide access to
equity and excellence
In an environment
of
for
for
in
ord
er
to in
ord
er
to
Tomlinson
‘03
Copyright Carol Tomlinson 2013 10
Kathleen--Age 14
Push me! See how far I go!
Work me ‘till I drop--
Then pick me up.
Open a door,
And make me run to it before it closes.
Teach me so that I might learn,
Then show me the Tunnel of Experience,
And let me walk through it alone.
Then, when, near the end, I look back,
And see another in the Tunnel,
with you watching
I shall smile!
My Stream of Consciousness
You think that I don’t know that you think
I got an F because I’m lazy and indifferent.
But maybe I’m just under-challenged and under-appreciated.
Deep down I am begging you to teach me
To learn and create--not just to memorize and regurgitate.
I’m asking you to help me find my own voice.
I’m asking you to help me find my own beauty.
I’m asking you to help me find my own unique truth.
We need a miracle
One for every kid who subconsciously wants
To be pushed to the edge/taken to the most extreme limits.
I want you to make my brain work in a hundred different
ways every day.
I’m asking you to make my head ache with knowledge--
spin with ideas.
I want you to make my mind my most powerful asset.
--Siem Tesfaslase, 10th grade, Arlington High School
Indianapolis, Indiana
In Y. Jackson “Reversing Underachievement in Urban Students: Pedagogy of Confidence”
Developing Minds: A Resource Book for Teaching Thinking-p.222
What would we in terms of instructionif we made decisions from a position of
“advanced” moral or ethical development—If that were our “North”?
We’d create schools & classrooms that ensure equity of access to excellence for each student.
Copyright Carol Tomlinson 2013 11
Let’s take a look at a few examples…
Defensible Differentiation:
•Teaches UpAlways
•Waters downNever
TASKS:
Clear KUDsRequire careful thoughtFocus on understandingProblems to solve/Issues to addressUse key knowledge & skills to explore,
or extend understandingsAuthenticRequire support, explanation, application,
evaluation, transferCriteria at or above “meets expectations”Require metacognition, reflection, planning,
evaluation
Copyright Carol Tomlinson 2013 12
Counting/Math Center
Task 1 Find a way to count and show
how many people are in our class
today.
How did you get your answer?
Task 2 Find a way to show how many
people are in our class.
How many absent today?
How many are here today?
How do you know?
Task 3 Find a way to show how many
boys are in our class today.
How many boys are absent today?
How many girls are here today?
How many girls are absent today?
Prove you are right.
Grade K
Counting (Skill)
As a result of this lesson,
students should:
Know:
Counting
More/Less
Understand:
I can talk about how I am
thinking.
I can make a plan to help me
count things.
Be Able to:
Count
Show results
Explain a plan for counting
Calling on Students in a High School Class
Bag ofNames
Volunteers NewVoices
Varied Homework
Homework Checkers
Sure you can check
homework when kids
do varied tasks!!
Copyright Carol Tomlinson 2013 13
This is a process for checking multiple homework assignments simultaneously
in a classroom so that the teacher feels free to differentiate homework as
necessary to address particular student learning needs.
Background:
1. The teacher checks to make sure each student has completed assigned
homework
2. Students who have not completed the assignment work in a designated
area of the room to complete the assignment (teacher floats to provide
guidance/feedback
3. Students who completed the HW work in groups of 4 to check all 4 sets for
agreement/disagreement
4. All students mark each answer for agreement/disagreement as well as
explanations of why an answer is wrong and how to make it right
5. Students sign indicating agreement, staple set of 4 together, turn in
6. Teacher spot checks, “grades” one per set
Steps:
Whole Group Differentiated
Introduce the performance assessment and rubric for end of the unit so students can work with the end in mind
Whole class lessons on sampling
Explain contract requirements and working conditions Students receive blue or yellow contract folders and complete contract assignmentsMini-lessons on sampling based on need (pre-assessment)
Whole class lessons on fractions, whole numbers Independent work for small group of students who have already mastered concepts related to fractions and whole numbers
Tiered assignment on multiplying fractionsWhole class lessons on displaying, reporting/interpreting data
Collect writing levels and samples from Language Arts teacher as formative information to form groups for mini-lessons on writing
Expository writing group mini-lessons in flexible groups based on student writing strengths and needs
Students complete performance task which includes two readiness-based prompts
Students share their summative performance products with whole class (all students provide feedback to peers on index cards using pre-established criteria)
Administer pre-assessment
Flo
w o
f a
Mat
h S
equ
ence
on
Sam
plin
g an
d U
se o
f D
ata
There is ample reason—in terms of
student demographics, research,
& the ethics of
education to invest in classrooms
that effectively attend to learner
variance.
Copyright Carol Tomlinson 2013 14
“...the kind of hope I often think about...I understand above all as a state
of mind, not a state of the world. Either we have hope within us or we
don’t; it is a dimension of the soul, and it’s not essentially dependent on
some particular observation of the world or estimate of the situation. It is
an orientation of the spirit, an orientation of the heart; it transcends the
world that is immediately experienced and is anchored somewhere beyond
its horizons.
Hope, in this deep and powerful sense, is not the same as joy that things
are going well, or willingness to invest in enterprises that are obviously
headed for early success, but rather, an ability to work for something
because it is good, not just because it stands a chance to succeed. The
more unpropitious the situation in which we demonstrate hope, the deeper
that hope is. Hope is definitely not the same thing as optimism. It is not
the conviction that something will turn out well, but the certainty that
something makes sense, regardless of how it turns out.
It is also this hope, above all which gives us the strength to live and
continually to try new things...”
-Vaclav Havel, playwright and defender of human rights, former president of Czechoslovakia
On Hope