Transcript DIFFERENTIATION - Allen County ESC

DIFFERENTIATION
TIES TO THE OHIO
TEACHER EVALUATION
SYSTEM
Judy Chaffins, [email protected]
Why Is It Important to
Understand Differentiation?
• It is a part of the Ohio Teacher Evaluation
System (OTES) and you will be measured by it.
• It is part of the Ohio Report Card in the form of
value-added.
• It is a part of 21st Century Learning and
Teaching.
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Definition
• Differentiation is simply planning to meet the
needs of all learners in your classroom earlier,
more often, and with more success.
• It is creating a classroom in which teaching and
learning can proceed predictably and productively.
• It is to support the maximum development of each
individual and the group as a whole.
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To ensure a fair
selection, you all
get the same test.
You must all climb
that tree.
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Differentiation Is Not New
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THE CHALLENGE
The reality is this: the spread of needs in general
education classrooms is huge. Given the economic
realities of the past eight or so years, most general
education classrooms are larger, not smaller.
Teachers know that in a class of 28, there is likely to
be a huge range of skills, abilities, and needs. And
it’s more challenging to implement strong
differentiated lessons and activities for 28 or 30 kids
than it is for 18 or 20.
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Posted by Tricia Ebner on Thursday, 02/05/2015
Differentiation: The Current Puzzle
Tricia Ebner’s Blog
Of course, most teachers are going to
do their very best. That’s who we are.
When kids need something, we do
what we can to help meet that
need—whether it’s adjusting or
adapting classwork, or providing
lunch money so they aren’t hungry
all afternoon. We work hard.
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Posted by Tricia Ebner on Thursday, 02/05/2015
Differentiation: The Current Puzzle
Tricia Ebner’s Blog
Those of us who have been striving to
routinely implement differentiated
strategies in our general education
classrooms probably know better than
any of us that this approach is not the
cure-all for education’s woes.
It can be useful for certain students
and certain lessons, but it is not
a “magic bullet” in education.
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Posted by Tricia Ebner on Thursday, 02/05/2015
Differentiation: The Current Puzzle
Tricia Ebner’s Blog
However, there are times and places
when it’s effective and useful.
Classroom teachers need to
carefully consider their students,
their students' needs, the standards
they're working with, and how best
to bring all that together.
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Posted by Tricia Ebner on Thursday, 02/05/2015
Differentiation: The Current Puzzle
Tricia Ebner’s Blog
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Teachers’ Goal
To help each learner
take the next
appropriate step in
learning…novice,
master, in-between?
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OTES Rubric – Differentiation Domain
DIFFERENTIATION
(Standard 1: Students;
Standard 4: Instruction)
Sources of Evidence:
Pre-Conference
Classroom
Walkthroughs/Informal
Observations
Evidence
Ineffective
Developing
Skilled
Accomplished
The teacher does not
attempt to make the
lesson accessible and
challenging for most
students, or attempts
are developmentally
inappropriate.
The teacher relies
on a single strategy
or alternate set of
materials to make
the lesson
accessible to most
students through
some students may
not be able to
access certain parts
of the lesson
and/or some may
not be challenged.
The teacher supports the
learning needs of
students through a
variety of strategies,
materials, and/or pacing
that make learning
accessible and
challenging for the
group.
The teacher matches
strategies , materials, and/or
pacing to students’ individual
needs, to make learning
accessible and challenging for
all students in the classroom.
The teacher effectively uses
independent, collaborative
and whole-class instruction to
support individual learning
goals and provides varied
options for how students will
demonstrate mastery.
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OTES Rubric – Differentiation Domain
DIFFERENTIATION
(Standard 1: Students;
Standard 4: Instruction)
Sources of Evidence:
Pre-Conference
Classroom
Walkthroughs/Informal
Observations
Ineffective
Developing
Skilled
Accomplished
The teacher does not
attempt to make the
lesson accessible and
challenging for most
students, or attempts
are developmentally
inappropriate.
The teacher relies
on a single strategy
or alternate set of
materials to make
the lesson
accessible to most
students through
some students may
not be able to
access certain parts
of the lesson and/or
some may not be
challenged.
The teacher supports the
learning needs of
students through a
variety of strategies,
materials, and/or pacing
that make learning
accessible and
challenging for the group.
The teacher matches
strategies , materials, and/or
pacing to students’ individual
needs, to make learning
accessible and challenging for
all students in the classroom.
The teacher effectively uses
independent, collaborative
and whole-class instruction to
support individual learning
goals and provides varied
options for how students will
demonstrate mastery.
Evidence
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Pre-Conference Sample
Questions - Differentiation
• How will the instructional strategies address all
students’ learning needs?
• How will the lesson engage and challenge
students of all levels?
• How will developmental gaps be addressed?
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Post-Conference Sample
Questions - Differentiation
• How did the instructional strategies address all
students’ learning needs?
• How did the lesson engage and challenge students of
all levels?
• How were developmental gaps addressed?
• Why is it important to provide varied options for
student mastery?
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OTES Rubric – Focus for Learning
FOCUS FOR LEARNING
(Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
The teacher does
not demonstrate a
clear focus for
student learning.
Learning
objectives are too
general to guide
lesson planning &
are inappropriate
for the students,
and/or do not
reference the
Ohio standards.
Developing
The teacher
communicates
focus for student
learning, develops
learning
objectives that are
appropriate for
students &
reference the
Ohio standards
but do not include
measureable
goals.
Skilled
Accomplished
The teacher demonstrates a
focus for student learning, with
appropriate learning objectives
that include measurable
goal(s) for students learning
aligned with the Ohio
standards. The teacher
demonstrates the importance
of the goal & its
appropriateness for students.
The teacher establishes challenging
& measurable goal(s) for student
learning that aligns with the Ohio
standards & reflect a range of
student learner needs. The teacher
demonstrates how the goal(s) fit into
the broader unit, course, & school
goals for content learning & skills.
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OTES Rubric – Focus for Learning
FOCUS FOR LEARNING
(Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
Skilled
Accomplished
The teacher does
not demonstrate
a clear focus for
student learning.
Learning
objectives are
too general to
guide lesson
planning & are
inappropriate for
the students,
and/or do not
reference the
Ohio standards.
The teacher
communicates
focus for student
learning, develops
learning objectives
that are
appropriate for
students &
reference the Ohio
standards but do
not include
measureable goals.
The teacher demonstrates a focus
for student learning, with
appropriate learning objectives
that include measurable goal(s) for
students learning aligned with the
Ohio standards. The teacher
demonstrates the importance of
the goal & its appropriateness for
students.
The teacher establishes challenging
& measurable goal(s) for student
learning that aligns with the Ohio
standards & reflect a range of
student learner needs. The teacher
demonstrates how the goal(s) fit into
the broader unit, course, & school
goals for content learning & skills.
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OTES Rubric – Assessment Data
Ineffective
The teacher does
not plan for the
assessment of
student learning or
does not analyze
student learning
data to inform
lesson plans.
ASSESSMENT DATA
(Standard 3: Assessment)
Sources of Evidence:
Pre-Conference
The teacher does
not use or only
uses one measure
of student
performance.
Developing
The teacher explains
the characteristics,
uses, & limitations of
various diagnostic,
formative, &
summative
assessments but does
not consistently
incorporate this
knowledge into lesson
planning.
The teacher uses more
than one measure of
student performance
but does not
appropriately vary
assessment
approaches, or the
teacher may have
difficulty analyzing
data to effectively
inform instructional
planning & delivery.
Skilled
The teacher demonstrates an
understanding that assessment
is a means of evaluating &
supporting student learning
routines effectively
incorporating diagnostic,
formative, and/or summative
assessments into lesson
planning.
Accomplished
The teacher purposely plans
assessments & differentiates
assessment choices to match the full
range of student needs, abilities, &
learning styles, incorporating a range
of appropriate diagnostic, formative, &
summative assessments into lesson
plans.
Student learning needs are accurately
The teacher employs a variety of identified through an analysis of
formal & informal assessment
student data; the teacher uses
techniques to collect evidence of assessment data to identify student
students’ knowledge & skills & strengths & areas for student growth.
analyzes data to effectively
inform instructional planning &
delivery.
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Evidence
OTES Rubric – Assessment Data
ASSESSMENT DATA
(Standard 3: Assessment)
Sources of Evidence:
Pre-Conference
Ineffective
Developing
Skilled
Accomplished
The teacher does
not plan for the
assessment of
student learning or
does not analyze
student learning
data to inform
lesson plans.
The teacher explains the
characteristics, uses, &
limitations of various
diagnostic, formative, &
summative assessments
but does not consistently
incorporate this knowledge
into lesson planning.
The teacher does
not use or only
uses one measure
of student
performance.
The teacher uses more
than one measure of
student performance but
does not appropriately vary
assessment approaches, or
the teacher may have
difficulty analyzing data to
effectively inform
instructional planning &
delivery.
The teacher demonstrates an
understanding that assessment is a
means of evaluating & supporting
student learning routines effectively
incorporating diagnostic, formative,
and/or summative assessments into
lesson planning.
The teacher purposely plans
assessments & differentiates
assessment choices to match the
full range of student needs,
abilities, & learning styles,
incorporating a range of
appropriate diagnostic,
formative, & summative
assessments into lesson plans.
The teacher employs a variety of
formal & informal assessment
techniques to collect evidence of
students’ knowledge & skills &
analyzes data to effectively inform
instructional planning & delivery.
Student learning needs are
accurately identified through an
analysis of student data; the
teacher uses assessment data to
identify student strengths &
areas for student growth.
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Evidence
Assessment
• Assessment for – teachers use to measure
achievement (formative from teacher viewpoint)
• Assessment of – teachers use to plan instruction
(summative)
• Assessment as – students use to become more aware
of their own growth relative to important learning
targets, develop skills to enhance their own success,
and to help their peers (formative-from student
viewpoint)
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Classroom Assessment
• The process of collecting, synthesizing, and
interpreting information in a classroom for the purpose
of aiding a teacher’s decision making.
• Formative – ongoing (guide, mentor, direct &
encourage student growth – the cook tastes the soup:
adjustment)
• Summative – point in time snapshot (measure &
evaluate student outcomes-the guests taste the soup:
finality and judgment)
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Pre-Assessment
 Finding the right “entry” point for each learning
experience (flexible grouping)
Is the child a novice, skilled or a master?
• Can he/she swim? … shallow end of the pool,
putting his/her face in the water;
• Does he/she need instruction? …learning strokes;
• Does he/she need advanced instruction? …learning
how to improve his/her strokes
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Professional Comparisons
• A doctor needs to make an accurate diagnosis in order to
help the patient.
• A lawyer needs to make an accurate assessment of a
client’s needs in order to create the appropriate legal step
for the client.
• An engineer needs the appropriate measurements and
data to develop an appropriate plan for a project.
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Rubric – Prior Content Knowledge/Sequence/Connections
PRIOR CONTENT
KNOWLEDGE/SEQUE
NCE/CONNECTIONS
(Standard 1: Students;
Standard 2: Content;
Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
The teacher’s
lesson does not
build on or
connect to
students’ prior
knowledge, or
the teacher may
give an
explanation that
is illogical or
inaccurate as to
how the content
connects to
previous and
future learning.
The teacher makes an
attempt to connect
the lesson to
students’ prior
knowledge, to
previous lessons or
future learning but is
not completely
successful.
Skilled
The teacher makes clear &
coherent connections with
students’ prior knowledge and
future learning—both
explicitly to students & within
the lesson.
The teacher plans &
sequences instruction to
include the important content,
concepts, & processes in
school & district curriculum
priorities & in state standards.
Accomplished
The teacher uses the input & contributions of families,
colleagues, and other professionals in understanding
each learner’s prior knowledge & supporting their
development. The teacher makes meaningful &
relevant connections between lesson content & other
disciplines & real-world experiences & careers as well as
prepares opportunities for students to apply learning
from different content areas to solve problems.
The teacher plans & sequences instruction that reflects
an understanding of the prerequisite relationships
among the important content, concepts, & processes in
school & district curriculum priorities & in state
standards as well as multiple pathways for learning
depending on student needs. The teacher accurately
explains how the lesson fits within the structure of the
discipline.
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Rubric – Prior Content Knowledge/Sequence/Connections
PRIOR CONTENT
KNOWLEDGE/SEQUE
NCE/CONNECTIONS
(Standard 1: Students;
Standard 2: Content;
Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
The teacher’s
lesson does not
build on or
connect to
students’ prior
knowledge, or
the teacher may
give an
explanation that
is illogical or
inaccurate as to
how the content
connects to
previous and
future learning.
The teacher makes an
attempt to connect the
lesson to students’
prior knowledge, to
previous lessons or
future learning but is
not completely
successful.
Skilled
The teacher makes clear &
coherent connections with
students’ prior knowledge
and future learning—both
explicitly to students &
within the lesson.
The teacher plans &
sequences instruction to
include the important
content, concepts, &
processes in school &
district curriculum priorities
& in state standards.
Accomplished
The teacher uses the input & contributions of families,
colleagues, and other professionals in understanding
each learner’s prior knowledge & supporting their
development. The teacher makes meaningful & relevant
connections between lesson content & other disciplines &
real-world experiences & careers as well as prepares
opportunities for students to apply learning from
different content areas to solve problems.
The teacher plans & sequences instruction that reflects an
understanding of the prerequisite relationships among
the important content, concepts, & processes in school &
district curriculum priorities & in state standards as well
as multiple pathways for learning depending on student
needs. The teacher accurately explains how the lesson
fits within the structure of the discipline.
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OTES Rubric – Knowledge of Students
Ineffective
KNOWLEDGE OF STUDENTS
Developing
The teacher
demonstrates a lack of
familiarity with
students’ backgrounds
and has made no
attempts to find this
information.
The teacher
demonstrates some
familiarity with students’
background knowledge
& experiences &
describes one procedure
used to obtain this
information.
The teachers’ plan for
instruction does not
demonstrate an
understanding of
students’ development,
preferred learning
styles, and/or student
backgrounds/prior
experiences.
The teachers’
instructional plan draws
upon a partial analysis of
students’ development,
readiness for learning,
preferred learning styles,
or backgrounds & prior
experiences and/or the
plan is inappropriately
tailored to the specific
population of students in
the classroom.
(Standard 1: Students)
Sources of Evidence:
Analysis of Students
Data
Pre-Conference
Skilled
Accomplished
The teacher demonstrates
familiarity with students’
background knowledge &
experiences & describes multiple
procedures used to obtain this
information.
The teacher demonstrates an understanding of with the
purpose & value of learning about students’ background
experiences, demonstrates familiarity with each
student’s background knowledge & experiences, &
describes multiple procedures used to obtain this
information.
The teacher’s instructional plan
draws upon an accurate analysis
of the students’ development,
readiness for learning, preferred
learning styles, & backgrounds &
prior experiences.
The teacher’s analysis of student data (student
development, students learning & preferred learning
styles, & student backgrounds/prior experiences)
accurately connect the data to specific instructional
strategies & plans.
The teacher plans for & can articulate specific
strategies, content, & delivery that will meet the needs
of individual students & groups of students.
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Evidence
OTES Rubric – Knowledge of Students
Ineffective
KNOWLEDGE OF STUDENTS
Developing
The teacher
demonstrates a lack of
familiarity with
students’ backgrounds
and has made no
attempts to find this
information.
The teacher
demonstrates some
familiarity with students’
background knowledge
& experiences &
describes one procedure
used to obtain this
information.
The teachers’ plan for
instruction does not
demonstrate an
understanding of
students’ development,
preferred learning
styles, and/or student
backgrounds/prior
experiences.
The teachers’
instructional plan draws
upon a partial analysis of
students’ development,
readiness for learning,
preferred learning styles,
or backgrounds & prior
experiences and/or the
plan is inappropriately
tailored to the specific
population of students in
the classroom.
(Standard 1: Students)
Sources of Evidence:
Analysis of Students
Data
Pre-Conference
Skilled
Accomplished
The teacher demonstrates
familiarity with students’
background knowledge &
experiences & describes multiple
procedures used to obtain this
information.
The teacher demonstrates an understanding of with the
purpose & value of learning about students’ background
experiences, demonstrates familiarity with each
student’s background knowledge & experiences, &
describes multiple procedures used to obtain this
information.
The teacher’s instructional plan
draws upon an accurate analysis
of the students’ development,
readiness for learning, preferred
learning styles, & backgrounds &
prior experiences.
The teacher’s analysis of student data (student
development, students learning & preferred learning
styles, & student backgrounds/prior experiences)
accurately connect the data to specific instructional
strategies & plans.
The teacher plans for & can articulate specific
strategies, content, & delivery that will meet the needs
of individual students & groups of students.
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Evidence
Differentiation is based upon three main areas:
He’s not like the other kids.
THE POWER OF DIFFERENTIATION.
Content
Process
Product
Via
Readiness
Interest
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Learning Style
Readiness = is a student's current understanding
and knowledge towards a unit or topic of
study. The potential to learn is influenced by our
prior knowledge and connection to the new
material. Student readiness will vary among any
group of students.
When we differentiate tasks according to a
student's readiness we are creating tasks that are
a closer match to a student's skill level and
understanding of the topic.
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Interest = involves the purposeful use of course
content; instructional processes, end products
and/or classroom environments that attend to the
particular interests of the student. For many
students, technology provides opportunities to
engage their interests. Authentic tasks involving
technology can provide a variety of activities,
processes and learning environments that are
differentiated according to the interests of
students.
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Learning Styles = learning preferences auditory, visual, kinesthetic, musical,
mathematical, logical, social,
extroversion, introversion, left-brained,
right-brained, and so on
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Activity:
Break into groups of 4-6 when I give the
signal.
Groups need to consist of:
1 high school teacher
1 middle school teacher
1-2 elementary teachers
1 “other” teacher (music, special needs, etc.)
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Topic for discussion in these groups:
Share one differentiation strategy you
currently use in your classroom and
explain why you use it.
You will have 10 minutes for this discussion.
At the signal, you will have one person type
in one idea the group has chosen to be
recorded on the computer to share with all.
Identify the grade for the idea.
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Non-Negotiables of
Differentiated Instruction
• Provide respectful work for students, grounded in
high-quality curriculum (not MOTS: more of the same).
• Create community and connections in the classroom
with attention to student readiness, interests, and
learner profiles.
• Use flexible grouping and flexible pacing.
• Engage in on-going assessment and use the results to
adjust instruction.
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