PROFESSIONAL DEVELOPMENT DIFFERENTIATED INSTRUCTION

Nihad M. Mourad

Agenda

¨  Literature Review (Thesis 2009)

¨  Action Research

¨  Professional Development (2010-2013)

1.  Differentiated Instruction (DI) 2.  Professional Development (PD) 3.  PD in DI

Literature Review

Differentiated Instruction (DI)

Diverse Classrooms

Ø  Culture, ethnicities, languages

Ø  Varied abilities Ø  English language

learners Ø  Learning disabilities Ø  Gifted students

Differentiated Instruction (DI)

¨  Definition “Differentiation consists of the effort of teachers to respond to variance among learners in the classroom.” Tomlinson

¨  Purpose of school is to maximize the capabilities of all students

Goal to provide an environment where no child is excluded

Differentiated Instruction (DI)

¨  Based on Student’s readiness, interest and learning profile, Tomlinson identified four elements for teachers to differentiate:

Content Process

Product Environment

Differentiated Instruction (DI) - Benefits

¨  Teachers and students examine learning status on a daily basis

¨  Motivation is high because students’ interests are linked to desired outcomes of the lesson.

¨  Students assume responsibility for their own learning ¤ choose the activities and projects ¤ aware of their own strength and

areas that need improvement

Student

Readiness

Interest Learning profile

Differentiated Instruction (DI) - Difficulty

¨  Planning lessons ¨  Teaching methods ¨  Instructional activities ¨  Ongoing assessment

To meet the needs of the diverse students in their classrooms, teachers might find the task daunting at times.

So differentiation is awesome, but how can

I implement it in my classroom?

Professional Development (PD)

PD (input) … Then what?

Professional Development (PD)

¨  Data-driven ¤ PD based on data ¤ Teachers’ involvement

in the process

Student achievement

data

Professional development Implement

Professional Development (PD)

¨  Teachers’ role in their professional development

¤ “Teachers need to be actively engaged in their professional development”

Involvement Ownership Success

Professional Development (PD)

¨  “Teachers need to see the benefit of professional development for their teaching practice”

Believe

Involve

Change

PD in DI

“Staff development leading to more responsive classrooms is, then, staff development in quest of profound changes in standard teaching practice,” Tomlinson.

PD in DI - Differentiated

¨  plan for teachers’ readiness, interest and learning styles

¨  Multiple paths for participants to reach expertise

Every teacher develops their own understanding and practice through a systematic plan

Teacher

Readiness

Interest Learning profile

PD in DI – Diagnostic Skills

¨  Develop diagnostic skills to be able to determine, chart, and respond to students’ learning needs

Instruction Assessment

Curriculum

PD in DI – Flexible grouping

Whole class

Small group

Professional Development (PD)

¨  Successful models

New Knowledge

Support

Time

Professional Development (PD)

¨  Research-based theory ¨  Sources of knowledge: texts, courses ¨  Ongoing: not one-shot, monthly sessions ¨  Demonstrations & modeling of practice

New Knowledge

PD in DI – Preparing for DI

¨  Clear meaningful understanding of the main elements of differentiation ¤ Competent PD ¤ Effective mentoring ¤ Skilled professionals “High-quality differentiation

necessitates that teachers understand both the theory and related practices, as well as develop skills.”

Professional Development (PD)

¨  Models ¨  Mentors ¨  Admin support

Support

PD in DI – Practicing DI

¨  Clear models of differentiation ¤ Visits to experienced teachers ¤ videos

¨  Coaches to demonstrate lessons, team teach, observe teachers trying new strategies, assist with assessments, work with students, provide resources, and plan lessons

¨  Administrators observe and provide feedback, not evaluative

Professional Development (PD)

“Change cannot be rushed”

Time

PD in DI – Time to Reach Comfort

¨  Time to collaborate with colleagues for feedback and support ¤ Discussion ¤ Peer observations

PD in DI – Time to Reach Comfort

¨  Time for reflection on the new practice

¨  Time to grow and feel comfortable

Summary - Successful PD

¨  Prerequisites ¤ PD is based on student needs ¤ Teachers actively engaged ¤ Teachers believe in the value of

new skill

¨  Components ¤ New knowledge ¤ Support ¤ Time

¨  Differentiation ¤ Teacher’s

individual needs ¤ Diagnostic skills ¤ Flexible grouping

”I never teach my pupils; I only attempt to provide the conditions in

which they can learn.””

Albert Einstein

Time for reflection

Problem Methodology Results

Action Research

BACKGROUND – Granada

Ø  Third grade students scoring lower on standardized testing Ø  2006: 71.3 percentile

Lowest reading score

Ø  Class distributed over all proficiency level Ø  80-99th: 33% Ø  60-79th: 27% Ø  40-59th: 25% Ø  Below 40th: 15%

PROBLEM

¨  The third grade students do not get sufficient instructional time in reading and writing.

¨  Differentiating instruction is the best method to be used by the language arts teacher to maximize benefit to all the different levels of the third grade students in the allotted instructional time.

PURPOSE

Ø  Determine if teachers Ø when provided the appropriate

professional development on differentiated instruction

Ø  can adapt the strategies for use in their classroom

Ø  make a difference in the academic achievement of students in third grade

RESEARCH QUESTIONS

Ø  What professional development practice, in the area of differentiated instruction, directly relates to teacher adoption in the classroom?

Ø  In what ways does professional development on differentiated instruction affect the students’ achievement in language arts?

INTERVENTION

Ø  Participants Ø  6 teachers (3rd, 4th, and 5th) Ø  4 administrators Ø  36 students (3rd grade)

Ø  Education on differentiation Ø Monthly sessions (Oct 08 to Apr 09) Ø  Literacy specialist & trainer in classroom management Ø  3 Books on DI and writing

INTERVENTION

Ø  Modeling Ø At Granada – 4th grade class Ø  Literacy Specialist teaching elements of writing Ø Monthly

Ø  Observation Ø  Skilled teachers Ø At other schools Ø  Twice

Coaching was not provided

(too costly)

FINDINGS – Q1 (Teachers’ Feedback)

Ø  Adoption of elements of the writing workshop Ø  Journals Ø  Student conferences Ø Modeling

Ø  Collaboration with colleagues

Ø  Excitement about this PD

FINDINGS – Q1 (Teachers’ Feedback)

Ø  Good understanding of differentiation and its positive effects on the students

Ø  Realization that differentiation is challenging Ø  Lesson planning Ø Activity preparation

FINDINGS – Q2 (Students’ Results)

Ø  Students maintained their levels between second and third grades. Ø Whole group (80%) Ø  Same level groups

Ø  In addition, the two students with the lowest average had made a significant improvement. Ø  56 to 71% Ø  45 to 63%

2011: 86th percentile 2013: 89th Percentile

FINDINGS – Q2 (Students’ Results)

Q2: Student Achievement (Theme Test Results)

55%

76%

86%

93%

65%

75%

83%

90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

below 70% (3) 70-79% (13) 80-89% (11) above 90% (9)

2nd 3rd

RECOMMENDATIONS

Ø  Explicit instruction on differentiation Ø  Longer sessions Ø Assigned reading

Ø  Coaching in the classroom Ø  Expert Ø  Peer collaboration

Ø  Diagnostic skills

2010-2013

PD Follow-Up

In-House PD

¨  Train-the-trainer program

¨  PD at school ¤ Small groups ¤ Ongoing sessions

¨  Coaching & Mentoring

Training Admin Teachers

Educational Materials

¨  Professional educational materials ¤ EL periodical ¤ Books ¤ ASCD

PD - Other

¨  Common goals ¤ Schoolwide ¤ Teacher-specific

¨  Evaluation based on PD ¤ Class visits ¤ Performance review

”I hated every moment of training, but I said, “Don’t quit. Suffer now and live the rest of your life as a champion.””

Muhammad Ali