“Unfortunately, our images of school are almost factory images, so school is very standardized.

…..But kids don’t come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there’s a better way to do school.” Carol Ann Tomlinson

Associate Professor of Educational Leadership, The Curry School of Education, University of Virginia

Dr. Michele Williams Dr. Adrian Eftink Dr. Stan Seiler

Dr. Michele Williams

 Began her career in 1989  Teaching experience from PK, 3 rd , 4 th 8 th , 9 th (math) (elementary); 7 th ,  Elementary Principal – beginning her 14 th year  Holds degrees in the following:  BS – Elementary education  MA – Elementary Principal  SP – School administration  Ed.D – Educational Leadership

Dr. Adrian Eftink

 Began his career in 1995  Teaching experience in junior high science  Elementary Principal – beginning his 15 th elementary principal year as an  Holds degrees in the following:  BS – Physical Education  MA – Educational Administration  Ed.D – Educational Leadership

Dr. Stan Seiler

 Began his career in 1989  Taught 6 th grade  Elementary Principal for 17 years  Superintendent for Advance Schools (4 years)  Holds degrees in the following:  BS – Elementary Education  MA – Elementary Education  SP – School Administration  Ed.D. – Educational Leadership

How many of you are clear as glass how differentiated instruction works?

Clear as Glass

has knowledge base of differentiated instruction + has knowledge of differentiated instruction leadership + has knowledge & experience of how to implement differentiated instruction

How many have bugs on your windshield?

How many have windshields covered with mud?

Objectives for the day

Objectives for the day

 Explain some of the key concepts and principles of differentiated instruction  Consider steps essential during the early stages of planning for systemic movement towards differentiated instruction  Identify a strategy to assist in implementing a differentiation instruction growth plan.

Missouri Model Teacher Evaluation System

Three Pillars of Effective Differentiated Instruction

Philosophy Principles Practices

Regarding diversity as normal & valuable Teaching & learning focused on a growth mindset Accepting responsibility for maximum progress for each learner Recognizing & removing barriers to equity of access to excellence for marginalized learners Environment as a catalyst for learning Foundation of quality curriculum Assessment to inform teaching & learning Instruction in response to student needs indicated by formative assessment Leading & managing a flexible classroom Proactive planning to address readiness, interest, learning profile Instructional approaches based on student needs & nature of content Content at student’s ability level Respectful Tasks Flexible Grouping Tomlison 2008

Differentiated Instruction

 Differentiation of Instruction is a teacher’s response to learners’ needs guided by the principles of differentiation, such as respectful tasks, flexible grouping and ongoing assessment and adjustment. Teachers can differentiate content, process and product according to students’ readiness, interest and learning profile.

Differentiation

is a teacher’s

proactive

response to learner needs

A Supportive Learning Environment

shaped by growth

mindset and guided by general principlesof differentiation Quality Curriculum Assessment that Informs Teaching and Learning Instruction that Responds to Student Variance Teacherscan differentiatethrough Leading and Managing the classroom Content The information and ideas students grapple with in order to reach the learning goals Process How students take in and make sense of the content Product How students show what they know, understand and can do Readiness

A student’sproximityto specified learninggoals

accordingto student’s Interest

Passions, affinities, kinships that motivate learning

Learning Profile

Preferred approaches to learning, intelligence preferences, gender and culture Tomlinson 2008

First Step: Where are your teachers?

Continuum of Differentiation

A Progression of Differentiation Increased comfort with modifying multiple elements of curriculum Increased flexibility and fluidity of learning environment From differentiation as a strategy, toward differentiation as a way of thinking about teaching Take it or leave it teaching One size fits all Reflection of student need Restlessness All students in the class cover the same content at the same time using the same materials and resources.

All students complete the same activities at the same time.

All students take the same tests or complete the same assessments with the same expectations Teacher becomes aware that students have differing needs regarding content, activities, products, and assessments.

Teacher wonders if there is a better way to meet students’ needs .

Reactive Differentiation Teacher Planned Open-endedness Patching potholes as we travel When some students do not master the concepts and skills on a test, teacher reteaches or gives students additional practice before retesting.

When some students finish their assignments in half the allotted time and already show mastery of the concept and skills, teacher assigns additional work or independent study.

Student as self coach Teacher gives students choices regarding materials, resources, activities, products, working alone or in pairs or small groups.

Discussion questions and tests contain open-ended questions.

Student choice is based on their own assessment of their interests, learning styles, and/or readiness.

Teacher feels that students will “self differentiate” when given choices.

Proactive Teacher planned Differentiation plus openness Diagnosing and Prescribing Student choices plus planning for differences and for appropriate challenges.

Designing curriculum using UBD practices.

Frequent use of some of the following: regular pretesting, compacting, tiered assignments, interest centers, learning centers, learning contracts, varying questions, independent projects, differentiated rubrics.

Planned use of flexible grouping based on pre assessment of readiness, learning style, or interest.

Shared teaching and learning Teacher as coach Previous column plus: Management techniques to encourage student decision making.

Authentic problems and audiences are offered.

Individual goal setting and conferencing exists.

Evaluation is based on individual growth.

Students are involved in establishing criteria for evaluation.

How do I get there?

Leadership Background

 Miles – Innovation Timeline Shrinkage  Liebermann, Kotter, RAND Studies, Fullan  Found the connection between:  Miles-------------------------------Fullan  Change Leadership and the component of shared decision making (e.g. PLC) can shrink the innovation implementation timeline.

 Creating an artisan's approach to change:  Bringing in an expert to lead the change until the artisans (leadership, staff, & community) are able to demonstrate mastery.

Examination of the Scholarly Foundational Knowledge Base

 Lacking to nonexistent  Our goal: add to the foundational knowledge base  Survey Instrument  Surveyed 557 Missouri Elementary Principals around 3 axis of information and 5 constructs of each axis  Knowledge of differentiated instruction  Knowledge of leadership concepts in differentiated instruction  Sources of differentiated instruction information

Survey

 Fall 2013 findings of Missouri Elementary Principals’ Current Ability to Lead Differentiated Innovations:  Leadership has the knowledge  Lack implementation formal training/experience

What Can We Do To Promote Differentiated Instruction?

 Research shows that the average administrator should spend 20% of their time and effort on management activities.

 Organizational structure     Assessments Unit Designs Produced Product Teaching strategies

Administrators

 Research also shows that Administrators should spend 80% of their time and effort on Leadership activities  Gaining knowledge of Differentiated Instruction Philosophy  Employing Shared Leadership  Providing guidance through the stages of change and overcoming barriers to change  Creating and employing differentiated professional development for each teacher.

What should Boards of Education Do?

 Create policy for implementation of differentiated instruction  Focus allocation of funds to promote the acceleration of implementation of differentiated instruction.

   3-5 year PD plan Training of existing staff/community   Administrators Teachers  Community members Integrate differentiated instruction & understanding by design.

Board of Education cont’

 Adopt staff hiring practices that reflect selection of staff who:  Value growth in achievement  Knowledgeable of differentiated instruction philosophy  Exhibit shared leadership qualities.

What Should DESE Do?

 Require coursework in differentiated instruction and differentiated instruction leadership for certification.

 Develop professional training in differentiated instruction and differentiated instruction leadership for existing administrators.

What Should Colleges and Universities Do?

 Colleges and Universities should require coursework on differentiated instruction and differentiated instruction leadership as requirements for degree completion.

What Should Teachers Do?

 Seek out professional development opportunities on ingredients for differentiated instruction implementation.

 Instructional staff must be knowledgeable of DI philosophy and implementation of effective teaching strategies  Instructional staff must be knowledgeable of content to be taught.

 Instructional staff must be knowledgeable of assessments to determine pathway for instruction:  Content Readiness   Learning style/Multiple Intelligence assessment Interest Inventory

Teacher cont.’

 Instructional staff utilizes a shared leadership; (e.g. PLC) philosophy to overcoming barriers in the implementation process.

 Promotes change leadership practices and procedures to accelerate implementation.

 Utilizes project management to solve building or systematic barriers.

Process

 Policy  Survey  Work with Leadership teams to develop 3-5 year plan for implementation  Growth plans incorporating differentiated instruction practices  Professional Development involves experts in differentiated instruction and differentiated instruction leadership

Differentiated Instruction and Understanding by Design

Survey of Teachers

Section A: Understanding of Differentiated Instruction

(1) Not Important (2) Somewhat Important (3) Fairly Important (4) Very Important

Student Interest

1. 1 2 3 4 I know individual student interest and can relate it to instruction. 2. 1 2 3 4 I know individual student culture and expectations and can relate to instruction. 3. 1 2 3 4 I know individual student life situations and how it may impact their learning. 4. 1 2 3 4 I am aware of student's learning disabilities and handicaps and how to address them in lessons so as not to impair their learning.

Assessment

5. 1 2 3 4 I pre-assess students before instructing. 6. 1 2 3 4 I pre-assess readiness to adjust the lesson. 7. 1 2 3 4 I assess during the unit to gauge understanding. 8. 1 2 3 4 I assess at the end of the lesson to determine knowledge acquisition. 9. 1 2 3 4 I determine student ’s learning styles.

Lesson Planning

10. 1 2 3 4 I teach up by assuring each student works towards their highest potential. 11. 1 2 3 4 Materials are varied to adjust to students student choice in learning activities.

Content Process

’ reading/interest abilities 12. 1 2 3 4 Learners play a role in designing/selecting learning activities. 13. 1 2 3 4 I adjust for diverse learner needs with scaffolding, tiering instruction & provide 14. 1 2 3 4 I provide tasks that require students to apply and extend understanding. 15. 1 2 3 4 The curriculum is based on major concepts and generalizations 16. 1 2 3 4 I clearly articulate what I want students to know, understand and be able to do. 17. 1 2 3 4 I use variety of materials other than the standard text. 18. 1 2 3 4 I provide a variety of support strategies (organizers, study guides, study buddies). 19. 1 2 3 4 The pace of instruction varies based on individual learner needs. 20. 1 2 3 4 I use learner preference groups and/or learning preference centers 21. 1 2 3 4 I group students for learning activities based on readiness, interests, and/or learning preferences. 22. 1 2 3 4 The classroom environment is structured to support a variety of activities including group and/or individual work.

Product

23. 1 2 3 4 I provide multiple modes of expression in the final product. 24. 1 2 3 4 I provide students with the choice to work alone, in pairs or small group. 25. 1 2 3 4 The product connects with student interest. 26. 1 2 3 4 I provide variety of assessment tasks.

How does your windshield look?

Contact Us

 Michele - [email protected]

 Adrian - [email protected]

 Stan – [email protected]