Basich Staff talk


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Explanation of findings from study

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  • Introduction – 2 Background/graduate school/research Both Agenda: Brief- what it is and why do it Our research – findings What it looks like in practice Tips to getting started: 10 minute video, application, challenges, take away tool
  • Basich Staff talk

    1. 1. Differentiation: Theory into Practice Abby Guinn Jennifer Carolan April 4, 2007
    2. 2. Differentiation: <ul><li>a systematic approach to planning curriculum and instruction for academically diverse learners Tomlinson, 1999 </li></ul>
    3. 3. Multiple Intelligences Howard Gardner Lev Vygotsky ZPD Theory Jean Piaget Motivation Theories Robert Sternberg Thinking Styles Wiggins and McTighe Assessment Differentiation An Approach to Teaching
    4. 4. <ul><li>Why Differentiate? </li></ul><ul><li>Maximize the potential of each student </li></ul><ul><li>One size doesn’t fit all </li></ul><ul><li>The world is “flat” and demands different types of skills </li></ul><ul><li>Shift Happens </li></ul>
    5. 5. The reality of differentiation
    6. 6. <ul><li>Jennifer’s Study: </li></ul><ul><li>4 master teachers </li></ul><ul><li>High performing district </li></ul><ul><li>Interviews – 1.5 hours/teacher </li></ul><ul><li>Observations – 2 hours/teacher </li></ul><ul><li>8 th grade </li></ul><ul><li>Breadth – math, social studies, language arts, history classes </li></ul><ul><li>Abby’s Study: </li></ul><ul><li>1 master teacher </li></ul><ul><li>High performing district </li></ul><ul><li>Interviews – 4 hours </li></ul><ul><li>Observations – 5 hours </li></ul><ul><li>6 th grade </li></ul><ul><li>Depth – one history class </li></ul>Our Studies
    7. 7. Teachers’ Differentiation in Practice is Dynamic and Complex
    8. 8. Teaching Variables Teacher’s personal style and preferences Curricular Resources Available State Standards Classroom Environment Flexible grouping ELL Advanced Learners Special Need Students Student Interests Student Diversity Scheduling/Time Constraints Classroom Management issues Assessment School Goals Student Choice MI Readiness
    9. 9. Differentiation skills develop over time Awareness of need for differentiation Assessment is summative Able to identify key features and principles Use of multiple presentation modes & materials Differentiation for one student trait (readiness/lp/interest) Varied approach to student assessment Consistent use of assessment for instructional planning (formative) Differentiating by readiness/lp/interest within a single learning experience or brief sequence of lessons Develops creative and innovative assessment/grading Designing differentiated lessons and units around key concepts/principles/skills Differentiation becomes less systematic and more organic Differentiation Advanced Beginner Expert Novice
    10. 10. Differentiation is not either/or <ul><li>F </li></ul><ul><li>Multiple instructional strategies used </li></ul><ul><li>Flexible Grouping </li></ul><ul><li>Formative Assessment </li></ul><ul><li>Curriculum taps multiple intelligences </li></ul><ul><li>Whole class direct instruction dominates </li></ul><ul><li>Summative Assessment </li></ul><ul><li>Focus on Verbal-Linguistic </li></ul>Differentiated Traditional
    11. 11. <ul><li>What expert differentiators say about differentiation in practice. . . </li></ul>
    12. 12. <ul><li>I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D </li></ul>
    13. 13. <ul><li>When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D </li></ul>
    14. 14. <ul><li>Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly. </li></ul><ul><li>Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there. </li></ul><ul><li>- Mrs. Y </li></ul>
    15. 15. It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D
    16. 16. Keys to Getting Started High Quality Curriculum Clarity of Essential Understanding Know your students Observation Continuous Assessment Instructional Strategies Flexible Grouping Strategies Multiple Instructional Strategies Coaching Community Building Model respect for differences Build connections among students
    17. 17. Problem-Solving Challenges to Differentiation Differentiating Assessment Differentiating Curriculum Insights after watching video/potential suggestions Challenges
    18. 18. Lesson Template Consistent for all students Ideal areas for differentiation May be differentiated
    19. 19. <ul><li>Thank you! </li></ul><ul><li>Abby Guinn </li></ul><ul><li>[email_address] </li></ul><ul><li>Jennifer Carolan </li></ul><ul><li>[email_address] </li></ul>
    20. 20. Tic-Tac Toe Board Activity Easy linguistic Activity linguistic Activity Challenging kinesthetic Activity logical Core Concept Required Activity spatial Activity Challenging logical Activity Musical Activity Easy intrapersonal
    21. 21. Tiered Lesson on Patterns Grade K <ul><li>Goal: Scientists classify by patterns </li></ul><ul><li>Students use carpenter aprons to collect “data” (leaves) through a nature walk </li></ul><ul><li>Task 1: Classify leaves </li></ul><ul><ul><li>By size </li></ul></ul><ul><ul><li>By color </li></ul></ul><ul><li>Task 2 : Classify leaves </li></ul><ul><ul><li>By shape </li></ul></ul><ul><ul><li>Create a category </li></ul></ul><ul><li>Task 3: Find 3 ways each </li></ul><ul><li>leaf could be classified - </li></ul><ul><li>other than color </li></ul>Pre-made grid w/ categories Sample grid – students create own grid Students decide how to show categories and content Tiered Scaffolding
    22. 22. What zone am I in? <ul><li>Too Easy </li></ul><ul><li>I get it right away </li></ul><ul><li>I already know how </li></ul><ul><li>This is a cinch </li></ul><ul><li>I’m sure to make an A </li></ul><ul><li>I’m coasting </li></ul><ul><li>I feel relaxed </li></ul><ul><li>I am bored </li></ul><ul><li>No big effort necessary </li></ul><ul><li>Just Right/On Target </li></ul><ul><li>I know some things </li></ul><ul><li>I have to work </li></ul><ul><li>I have to think </li></ul><ul><li>I have to persist </li></ul><ul><li>I hit some walls </li></ul><ul><li>I’m on my toes </li></ul><ul><li>I feel challenged </li></ul><ul><li>Effort leads to success! </li></ul><ul><li>Too Hard </li></ul><ul><li>I don’t know where to start </li></ul><ul><li>I can’t figure it out </li></ul><ul><li>I am spinning my wheels </li></ul><ul><li>I’m missing key skills </li></ul><ul><li>I feel frustrated and angry </li></ul><ul><li>This makes no sense </li></ul><ul><li>Effort doesn’t pay off </li></ul>
    23. 23. Learner Cards Hugo Serrano Math 76% 2 older brothers ELA 83% single parent ERB 5.0 bee sting allergy April 12 L/P Soccer Kinesthetic Spelling Intrapersonal video games