Transcript Differentiation PowerPoint

We don’t
come in
one-sizefits-all.
Differentiation
Identifying ELLs
Assessing Language Proficiency
Proficiency Level Descriptors
Curriculum Requirements for ELLs
Curriculum Requirements Chapter 74.4. (a) (1)
•Requires that “the English language
proficiency standards in this section outline
English language proficiency level descriptors
and student expectations for English language
learners (ELLs). School districts shall
implement this section as an integral part of
each subject in the required curriculum. The
English language proficiency standards are to
be published along with the Texas Essential
Knowledge and Skills (TEKS) for each subject
in the required curriculum.
Suggestions for Teachers
The teacher is clear about what
matters in the content area.
All students participate in
respectful work.
The teacher understands,
appreciates, and builds upon
student differences.
Students and teachers are
collaborators in learning.
Assessment and instruction
are inseparable.
Goals are maximum growth
and continued success.
The teacher adjusts content, process,
and product in response to student
readiness, interests, and learning
profiles.
Flexibility is the hallmark of a
differentiated classroom.
Tomlinson, C. A. & Allan, S. (2000). Leadership for
Differentiating Schools and Classrooms, ASCD..
The teacher is clear
about what matters in
the content area.
Facts and skills are
important, but must be
taught in the context of
the principles and
concepts of the content.
Tomlinson, C.A., (2001). Standards and the Art of Teaching:
Crafting High-Quality Classrooms, NASSP Bulletin.
Readiness (critical) and
Supporting (less emphasis)
TEKS vary in significance.
The State of Texas Assessments of Academic Readiness (STAAR): A New
Assessment Model, Texas Education Agency, 2010.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
The teacher understands,
appreciates, and builds
upon student differences.
When classroom teachers eliminated between 40-50% of
the previously mastered regular curriculum for high ability
students, achievement showed no decline.
Reis, & Purcell (1993). Reis, Westberg, Kulikowich & Purcell (1998).
.
Students at all achievement levels (high, medium and low)
benefited from cluster grouping and other forms of
instructional grouping accompanied by differentiated
instruction and content.
Gentry & Owen (1999)
.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
Assessment and
instruction are
inseparable.
Before the lesson
(diagnostic)
assessment
During the lesson
(formative)
assessment
After the lesson
(summative)
assessment
Assessment “should be an integral part of
instruction that informs and guides
teachers as they make instructional
decisions.”
NCTM’s Principles and Standards for School Mathematics (2000)
The teacher adjusts content,
process, and product in
response to student readiness,
interests, and learning profiles.
Content
Process
Product
• Broad-based issues,
themes, or
problems
• Integrated multiple
disciplines
• In-depth learning
• Higher-level
thinking skills
• Open-ended tasks
• Self-directed study
• Production of
“new” ideas
• Development of
products that use
new techniques
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
All students
participate in
respectful work.
Appropriately…
…results in
learning
…challenging
…engaging
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
Students and
teachers are
collaborators in
learning.
“The classroom should mirror the kind of society
in which we want our students to live and lead.”
Tomlinson & Imbeau, 2010. Leading and Managing a Differentiated Classroom, ASCD, p. 38.
The average increase in achievement when
students actively set learning goals is 21
percentile points.
Marzano, 2007. The Art and Science of Teaching, ASCD.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
Goals are maximum
growth and continued
success.
A central goal of
teaching is to
maximize the capacity
of each learner.
Each student should
have equity of access
to excellent learning
opportunities.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
Tomlinson & Imbeau, 2010. Leading and
Managing a Differentiated Classroom,
ASCD.
Flexibility is the hallmark
of a differentiated
classroom.
Flexible pacing
Flexible
grouping
Flexible
materials
Flexible
instructional
strategies
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
The teacher adjusts content,
process, and product in
response to student readiness,
interests, and learning profiles.
Content
Content
Content
• Present content that
is related to broadbased issues,
themes, or problems
• Integrate multiple
disciplines into the
area of study
• Present
• Allow for indepth learning of a
self- selected topic
within the area of
study
comprehensive,
related, and mutually
reinforcing
experiences within
an area of study
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
The teacher adjusts content,
process, and product in
response to student readiness,
interests, and learning profiles.
Process
• Present content
that is related to
broad-based
issues, themes,
or problems
• Focus on openended tasks
Process
Process
• Develop
independent or
self-directed study
skills
• Develop research
skills and methods
• Integrate basic
skills and higherlevel thinking skills
into the curriculum
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
The teacher adjusts content,
process, and product in
response to student readiness,
interests, and learning profiles.
Product
Product
• Encourage the
development of
products that
challenge existing
ideas and produce
“new” ideas
• Encourage the
development of
products that use new
techniques, materials,
and forms
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
The teacher adjusts for
affective needs in response to
student readiness, interests,
and learning profiles.
Affect
Encourage the development
of self- understanding, i.e.,
recognizing and using one’s
abilities, becoming selfdirected, appreciating
likenesses and differences
between oneself and others
•
Affect
• Evaluate student
outcomes by using
appropriate and specific
criteria through
self-appraisal, criterion
referenced, and/or
standardized instruments
Tomlinson, C.A., 1999. The Differentiated Classroom:
Responding to the Needs of All Learners, ASCD.
High Expectations
Teachers who present
challenging concepts and
support the development of
complex thinking improve
student achievement
(Dalton, 1998).
Holding students to
high expectations must
be an intentional process
(Blake, et al., 1997).
The deeper knowledge a
learner has, the more
analytical, experimental, and
creative are that learner's
thought processes
(Willingham, 2007).
Knowledge is deep when
students make clear
distinctions, develop
arguments, solve problems,
construct explanations, and
otherwise work with relatively
complex understandings
(Newmann & Wehlage, 1993).
Curriculum and Instruction for Gifted
Students 2 Depth and Complexity
How do I document differentiation?
• Lesson plans
• Modifications log
• Documentation form
• Student file
• Grade book
• Calendar
Cautions Concerning GT Differentiation:
• Don’t punish the child
with more work.
Differentiation is
different work.
• Don’t punish the child
with higher grading
standards than other
students in the class.
• Be able to defend your
differentiation practices.
Differentiation IS . . .
Differentiation is NOT . . .
(Marzano, 2003)
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3
10
0
Avg School/Avg
Tchr
Poor School/Poor Great School/Poor Great School/Great Poor School/Great
Tchr
Tchr
Tchr
Tchr
Goldhaber, D., 2006.
Teacher Pay Reforms: The Political Implications of Recent Research,
Center for American Progress.
Agendas
Bloom’s Taxonomy
http://www.paulakluth.com/
articles/diffstrategies.html
Compacting
http://www.gifted.uconn.ed
u/sem/pdf/Curriculum_Com
pacting.pdf
Learning Contracts
Exit Cards
Choice Boards
http://eduscapes.com/tap/to
pic69.htm
http://www.saskschools.ca/
curr_content/mathcatch/ma
inpages/assess_tools/exit_
cards1.html
http://www.pvusd.net/Depar
tments/GATE/choiceboards
/choice_menus.pdf
Flexible Grouping
Group Investigation
Independent Study
http://www.eduplace.com/s
cience/profdev/articles/vale
ntino.html
http://wikis.lib.ncsu.edu/index.
php/Group_Investigation_Tec
hnique_method_in_middle_gr
ades_social_studies
http://www.gifted.uconn.ed
u/nrcgt/newsletter/spring98
/sprng987.html
Activities Menu
Problem Based
Learning
http://www.eht.k12.nj.us/~J
onesj/Differentiated%20Inst
ruction/Learning%20Contra
cts.htm
http://www.eht.k12.nj.us/~J
onesj/Differentiated%20Inst
ruction/Tic-Tac-Toe.htm
http://www.ed.psu.edu/nasa
/probtxt.html
Most Difficult First
Tiered Assignments
Anchor Activity
http://www.mrshill.com/mo
stdifficult.htm
http://www.eht.k12.nj.us/~Jon
esj/Differentiated%20Instructi
on/Tiered%20Instruction.htm
http://www.eht.k12.nj.us/~Jon
esj/Differentiated%20Instructi
on/Anchor%20Activities.htm
Learning Stations
http://www.montgomerysch
oolsmd.org/curriculum/enri
ched/giftedprograms/maths
tations.shtm
Diagnostic
Prescriptive
http://www.ode.state.or.us/s
earch/page/?id=2589