west virginia achieves professional development series volume xiv differentiated instruction
TRANSCRIPT
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West Virginia Achieves Professional Development
Series
Volume XIVVolume XIV
Differentiated Instruction
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West Virginia Department of Education Mission
The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.
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Robert HutchinsThe Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”
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What We Know…
An emerging body of research identifies characteristics of high performing school systems.
These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.
These systems share characteristics described in The West Virginia Framework for High Performing Schools.
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CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
IMPROVEMENT PROCESS
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West Virginia Department of Education
Seeking Equity & Excellence:Differentiated Instruction
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West Virginia Department of Education
Objectives
• Establish a common definition of differentiated instruction
• Review the evidence and research for differentiated instruction
• Develop an understanding of the three key curricular elements of differentiated instruction
• Understand how district leadership prepares and supports for the implementation of differentiated instruction
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West Virginia Department of Education
DefiningDifferentiated Instruction
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West Virginia Department of Education
When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”
- Lilian Katz
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West Virginia Department of Education
When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz
• As a student, I was in the 1/3 who…• As a teacher, I was in the 1/3 who...• As a parent, my child is in the 1/3
who…
Reflect on this quote by completing these phrases:
Activity One
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West Virginia Department of Education
What is Differentiated Instruction?
Traditional ClassroomDifferentiated
Classroom1. Assessment at the end of
unit of study1. Assessment is ongoing,
diagnostics and influences instruction
2. Dominance of whole class instruction
2. Variety of instructional strategies used within a classroom
3. Adopted textbooks are the main instructional resource
3. Multiple types of materials are utilized as resources
4. The teacher is the main problem solver
4. Students are actually engaged in solving problems
5. Quantitative focus to assignments
5. Qualitative focus to assignments(Based on C Tomlinson, 2000)
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West Virginia Department of Education
Differentiated instruction is a philosophy of teaching that– Creates a personalized and responsive
classroom environment– Maximizes student growth and
individual success while honoring the unique qualities of each student
– Offers a variety of learning options within a student centered classroom
– Blends whole group, small group, and individualized instruction utilizing a standards-based curriculum
What is Differentiated Instruction?
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West Virginia Department of Education
Key Principles of Differentiation
• Flexibility• Ongoing assessment• Variety of learning opportunities
and working arrangements• Respectful activities• Student/teacher collaboration
for learning
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West Virginia Department of Education
Evidence forDifferentiated Instruction
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West Virginia Department of Education
What’s the Evidence for Differentiation?
There are three underlying areas.– Beliefs about teaching and learning
– Educational theories and research that support differentiation
– Research examining differentiation as a whole model
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West Virginia Department of Education
Differentiation is a Response to Beliefs
Examples– Schools help us understand and respect
commonalities and differences in individuals
– Intelligence is dynamic, not static– Students are the center of the learning process– All learners require engaging schoolwork
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West Virginia Department of Education
Differentiation is a Response to Beliefs
– Competition against oneself results in growth and progress
– Schools maximize the capacity of each learner
– Excellent differentiated classrooms are excellent first, and differentiated second
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West Virginia Department of Education
Research Support for Differentiation
• Research is exhaustive and comes from a variety of sources
• However, the model’s emphasis on differentiation by readiness, interest and learning profile provides the format for presentation of research findings
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West Virginia Department of Education
Sample Research Related to Readiness
Differentiation• 80% success rate – optimum for
growth (Berliner, 1984, 1988; McGreal, 1985)
• Higher performance by students in multiage classrooms (Miller, 1990)
• Effective teachers craft challenges commensurate with skill levels
(Rathunde, & Whalen, 1993)
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West Virginia Department of Education
Sample Research Related to Interest Differentiation
• Fostering individual interest - enhances motivation, achievement and productivity (Amabile, 1983; Torrance, 1995)
• Student interest in a task – key to talent development (Csikszentmihalyi, 1993)
• Positive influence on learning exists, both short and long term, when students are interested in what they study (Herbert, 1993; Renninger, 1990)
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West Virginia Department of Education
Sample Research Related to Learning Profile Differentiation
• Learning-style accommodation – significant gains for students from all cultural groups (Sullivan, 1993, Delpit, 1995)
• Students matched to instruction suited to their learning patterns – improved student achievement (Sternberg, 1997, 1998)
• Multiple-intelligence focus in instruction – increased test scores (Campbell & Campbell, 1999)
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West Virginia Department of Education
Looking at Differentiation as a Whole Model
How effective are classrooms that bring together what we know about addressing readiness, interest, and learning profile into a coherent and proactively planned whole?
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West Virginia Department of Education
Back to the Beginning
• If the question is whether we have research evidence to support the effort to create more academically responsive classrooms, the answer is: yes, we do.
• Do we need more research? Of course!
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West Virginia Department of Education
In the Final Analysis
• We differentiate instruction because we cannot do otherwise.
• We know too much about student variance to pretend that it does not exist or that it is unimportant.
• We know too much about the art of teaching to assume it can happen effectively in template fashion.
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West Virginia Department of Education
Differentiating Key Curricular ElementsIn Response to Student’s Needs
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West Virginia Department of Education
Differentiation of Instructionis a teachers response to learner’s needs
Guided by general principals of differentiation, such as
respectful tasks
Flexible grouping
Ongoing assessment & adjustment
Content Process Product
Readiness Interests Learning Profile
According to student’s
Differentiated instruction centers around three key curricular elements – content, process, and product.
(Based on C Tomlinson, 2000)
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West Virginia Department of Education
Content
The differentiation of content is what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, and skills.
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West Virginia Department of Education
Process
The differentiation of process or activity involves using an essential skill for understanding an idea and is clearly focused on a learning goal. Further, process gives students options of activities in order to achieve individual success.
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West Virginia Department of Education
Products
The differentiation of products refers to items used to demonstrate knowledge, understanding, and/or ability to apply or extend skills.
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West Virginia Department of Education
Three Ways to Differentiate Student Characteristics
Readiness – teacher constructs tasks and activity choices at different levels of difficulty.
Interests – teacher aligns learning concepts with student interests to increase learning.
Learning Profile – teacher addresses student learning, talents, and intelligence
in order to individualize and maximize learning.
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West Virginia Department of Education
Individually or in small groups, develop a series of true or false statements based on the information covered. Once statements are written, participants exchange lists and attempt to identify which statements are true or false.
Activity Two
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West Virginia Department of Education
Leadership for Change toward Differentiated Instruction
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West Virginia Department of Education
Initiating Differentiated Instruction:
Setting the Stage• Articulate a vision• Establish common definition and terms• Build understanding and
support among stakeholders• Present differentiation as
grounded in research, a “hallmark of teacher quality” and best practice
• Link other district initiatives to differentiated practices
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West Virginia Department of Education
Differentiation: An Umbrella for District
Initiatives
(Based on C Tomlinson, 2000)
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West Virginia Department of Education
• Attend to competing mandates• Plan for leadership and support• Allocate financial resources• Prepare to assess progress• Plan for the long haul
Initiating Differentiated Instruction:
Setting the Stage
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West Virginia Department of Education
Strategies for Implementing
Differentiated Instruction• Focusing on Personnel
– Hiring– Specialists– Social Workers, Counselors– Retirees, Volunteers
• Support– Opportunities for teachers to
observe, exchange– Mini-grants– Teacher recognition
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West Virginia Department of Education
• Sharing and dissemination of information– Core groups– Shared reflective journals– Mailbox staff development– Teacher “freebies” – effective materials
• Preparing structural Strategies– Grouping, and“looping” – Learning centers to support range of
learners
Strategies for Implementing
Differentiated Instruction
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West Virginia Department of Education
Supporting Differentiation through Staff Development
“Most schools and teachers cannot produce the kind of learning demanded by the new reforms- not because they do not want to, but because
they do not know how…”
(Darling-Hammond, 1997)
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West Virginia Department of Education
Planning Professional Development
• Build a common vocabulary
• Consider teacher readiness
• Offer options that focus on particular needs– Grade levels– Content areas
• Include school administrators
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West Virginia Department of Education
• Emphasize high quality curriculum and instruction
• Plan to ensure transfer to classroom practice
• Align with district goals• Recognize teacher efforts
Planning Professional Development
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West Virginia Department of Education
“Differentiating opportunities for staff to learn and build skills is a must”
• Consider teachers’ proficiency levels and build evolution towards differentiation– Awareness– Developmental– Transfer– Institutionalization
(School Level Professional Development Guide, WVDE, 2003-
2004)
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West Virginia Department of Education
Activity ThreeDifferentiating Professional
Development
• Read and review the handouts.
• In small groups discuss how the case study assignments differ with regard to teacher readiness level.
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West Virginia Department of Education
Systemic GrowthTowards Differentiated
Instruction• Keys to continued growth
– Hiring school personnel who have expertise in or an openness to differentiation as a teaching philosophy
– Providing curriculum that supports differentiation
– Supporting teachers and holding them accountable for growth in differentiating instruction
– Examining outcomes
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West Virginia Department of Education
Activity FourReflecting on Differentiation
• Individually answer the questions on the reflections worksheet.
• Share responses in groups of four to five.
• Report out any commonalities.
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West Virginia Department of Education
In the Final Analysis
• We differentiate instruction because we cannot do otherwise.
• We know too much about student variance to pretend that it does not exist or that it is unimportant.
• We know too much about the art of teaching to assume it can happen effectively in template fashion.
“Learning for all … whatever it takes”