Transcript Differentiated Instruction: Leading the Way Sandra W. Page

Differentiated
Instruction:
Leading the Way
Lindsborg, Kansas
Smoky Valley Schools
July 27, 2006
Sandra W. Page
Consultant and ASCD Faculty
Member
[email protected]
350 Warren Court
Chapel Hill, NC 27516
919/929-0681
How we’ll spend our time together …
• Define the theory and practices of differentiated
instruction
• Examine and analyze a few differentiated
examples
• Determine how to introduce differentiation to a
staff
• Discuss staff development priorities for faculties
• Discuss and plan for next steps in the support of
improvement of instructional practices:
professional learning, and follow-through
Differentiation doesn’t suggest
that a teacher can be all things
to all individuals all the time. It
does, however, mandate that a
teacher create a reasonable
range of approaches to
learning much of the time, so
that most students find learning
a fit much of the time.
Differentiated Instruction
is
a teacher’s response to learner’s needs
guided by general principles of differentiation,
such as
respectful tasks
ongoing assessment and adjustment
flexible grouping
clear learning goals
appropriate degree of challenge
Teachers can differentiate
Content
Readiness
Process
Product
Interest
Environment
Learning Profile
through a range of instructional strategies
Multiple intelligences
Jigsaw
Taped materials
Anchor activities
Varying organizers
Varied texts
Varied supplementary materials
Literature circles
RAFTs
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small group instruction
Group investigation
Orbitals
Independent study
Skill Improvement Centers
4-MAT
Varied questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction
Etc.
GROWTH
Readiness
If tasks are a close
match for their skills
MOTIVATION
Interest
If tasks ignite curiosity
or passion
EFFICIENCY
Learning
Profile
If the assignment
encourages students
to work in a preferred
manner
Establish the essential learnings a student is required to master in order to
graduate, and adjust the curriculum and teaching strategies to realize that goal.
1. Devise a process to formulate essential learnings that takes into account state
standards and the standards set by individual disciplines and the school community.
2. Focus on mastery, not coverage.
3. Raise the level of academic rigor in all classes.
4. Open honors, AP, and IB classes to all students.
5. Initiate interdisciplinary instruction, teaming, and an appropriate emphasis on
real-world applications.
6. Reorganize traditional departmental structures to integrate the school’s curriculum
to the extent necessary and emphasize depth over breadth of coverage.
7. Teach literacy across the curriculum.
8. Insist on heterogeneous grouping of classes.
9. Align student activities, service learning, and internships with essential learnings.
Breaking Ranks: Strategies for Leading High School Reform
National Association of Secondary School Principals • p. 11
Learning Profile Factors
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
Gender
&
Culture
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Sternberg’s Three
Intelligences
Creative
Analytical
Practical
•We all have some of each of these intelligences, but are usually
stronger in one or two areas than in others.
•We should strive to develop as fully each of these intelligences
in students…
• …but also recognize where students’ strengths lie and teach
through those intelligences as often as possible, particularly
when introducing new ideas.
Biology – A Differentiated Lesson Using
Sternberg’s Intelligences
Learning Goals:
Know - Names of cell parts, functions of cell parts
Understand - A cell is a system with interrelated
parts
Do – Analyze the interrelationships of cell
parts/functions
Present understandings in a clear, useful,
interesting and fresh
way.
After whole class study of a cell, students choose
one of the following sense-making activities.
Sternberg Intelligence Preferences continued
Analytical:
Use a cause/effect chain or some other
format you develop to show how each part
of a cell affects other parts as well as the
whole. Use labels, directional markers,
and other symbols as appropriate to
ensure that someone who is pretty
clueless about how a cell works will be
enlightened after they study your work.
Sternberg/Biology (cont’d)
Practical:
Look around you in your world or the broader world for
systems that could serve as analogies for the cell.
Select your best analogy (“best” most clearly matched,
most explanatory or enlightening).
Devise a way to make the analogy clear and visible to an
audience of peers, ensuring that they will develop clearer
and richer insights about how a cell works by sharing in
your work.
Be sure to emphasize both the individual functions of cell
parts and the interrelationships among the parts.
Sternberg/Biology (cont’d)
Creative:
Use unlikely stuff to depict the structure and function of
the cell, with emphasis on interrelationships among
each of the parts. You should select your materials
carefully to reveal something important about the cell,
it’s parts, and their interrelationships. Your ahas
should trigger ours.
or
Tell a story that helps us understand a cell as a system
with interdependent actors or characters, a plot to
carry out, a setting, and even a potential conflict. Use
your own imagination and narrative preferences to
help us gain insights into this remarkable system.
Sternberg/ Biology continued
Process
• Students share their work in a 3 format (2
times)–
– first triads of students who completed the same
option,
– then triads with each of the 3 categories represented.
• This is then followed by a teacher-led, whole
class discussion of cells as systems, then a
“Teacher Challenge” in which the teacher asks
students to make analogies or other sorts of
comparisons between cells, cell parts, or
interrelationships and objects, photos, or
examples produced by the teacher.
• The teacher administers an end of chapter test
that is the same for all.
Understanding Number
Analytic Task
Make a number chart that shows all
ways you can think of to show 5.
Practical Task
Find as many things as you can at
school and at home that have something
to do with 5. Share what you find with
us so we can see and understand what
you did.
Creative Task
Write and/or recite a riddle poem about
5 that helps us understand the number
in many, unusual, and interesting ways.
Equations of Lines
• Know:
– Forms of the equations of lines: General, Standard,
Point – Slope, Vertical and Horizontal
• Understand:
– All forms of equations of lines represent the same
line.
– Given an equation of a line in one form, any other
form can be generated.
• Do:
– Find other forms of equations of lines given one form.
– Find the strengths, weaknesses and applications of
each form of equation.
Equations of Lines
• Analytical
Compare the various forms of equations of lines. You may make a flow
chart, table or any other idea to present your findings to the class. Be
sure ton consider advantages and disadvantages of each.
• Practical:
Decide how and when each form of the equation of a line is best used.
What are the strengths and weaknesses of each form? What
specifically should you look for in order to decide which form to use?
Find a way to present your conclusions to the class.
• Creative:
Put each form of an equation of a line on trial. Prosecutors should try to
convince the jury that the form is not needed, while the defense should
defend its usefulness. Group members are the various equation forms
and the prosecuting and defense attorneys. The rest of the class will be
the jury, and the teacher will be the judge.
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
There are many themes throughout this
work, but if one theme could be extracted
that is overarching and paramount, it is
a message that the high school of the
21st century must be much more
student-centered and above all
much more personalized in
programs, support services ,
and intellectual rigor.
--Breaking Ranks: Changing an American Institution, Executive Summary
National Association of Secondary School Principals • Reston, Va. • p. 1
Tiered Assignments
• In a differentiated classroom, a teacher uses varied levels of
tasks to ensure that students explore ideas and use skills at a
level that builds on their prior knowledge and prompts
continued growth.
• While students work at varied degrees of difficulty on their
tasks, they all explore the essential ideas and work at high
levels of thought.
• Assessment-based tiering allows students to work in their “Zone
of Proximal Development” or in a state of “moderate challenge.”
BRAIN RESEARCH
Reticular Activating System
RAS = “Toggle Switch”
Only one of these three states is activated (aroused) at a time:
HIGH
MIDDLE
LOW
Hot (EEG)
Mild (EEG)
Cold (EEG – sleeplike)
Limbic aroused
Cortical arousal
Brain Stem
Flight / Fight
Problem Solving
Sleep / Relaxation
(depression)
Out of Control
In Control
Off Duty
Carbohydrates
Proteins
Carbohydrates/Dairy
Burnout
Achievement
Depression
Extreme Challenge
Moderate Challenge
No Challenge
“Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too
much from students; boredom occurs when teachers expect too little.” – Howard Gardner
Learning only happens when the toggle switch is in the middle position
Elementary Physical Education
 SKILL: Dribbling and basketball
1
• Dribble from point A to point B in a straight line with one hand
• Switch to the other hand and repeat.
• Use either hand and develop a new floor pattern from A to B (not a straight line)
2
ZIGZAG –
• One hand
• Other hand
3 In and out of pylons as fast as possible
• Change hand
• Increase speed
4 Dribble with one hand – and a partner playing defense.
• Increase speed and use other hand
• Trade roles
5 Through pylons, alternating hands, & partner playing defense
• Increase speed
• Trade roles
• Increased speed
• Change pattern to simulate going
around opponents
Grade K
Counting (Skill)
Grade K
Key Concept: Patterns
Counting/Math Center
Task 1 Find a way to count and
show how many people are in our
class today.
Generalization: Scientists
Classify by Patterns
Use carpenter’s aprons to
collect “data” through a
nature walk.
How did you get your answer?
Task 2 Find a way to show how
many people are in our class.
How many absent today?
How many are here today?
How do you know?
Task 3 Find a way to show how
many boys are in our class today.
How many boys are absent today?
How many girls are here today?
How many girls are absent today?
Prove you are right.
Tomlinson ‘97
At Science Center:
Pre-made grid with
categories on it
Task 1 Classify Leaves
• by size
• by color
Sample grid – students
create own grid
Task 2 Classify Leaves
• by shape
• create a category
Students decide how
to show categories
and contents
Task 3 Find 3 ways
each leaf could be
classified – other than
color
Alien invasion
Provide each student with a sheet of “aliens” with varied numbers of arms, legs, eyes, noses, mouths,
and ears.
Target Group
Advanced Group
Student A selects one of the
aliens. Student B asks
questions in an attempt to
figure out which Alien
student A selected. Student
A answers the questions in
complete sentences. All
questions must be “yes” “no”
questions having to do with
the aliens’ features.
Students then switch roles.
Student B also asks questions
about why the alien is
formed as it is. Student A
makes up responses. In the
end, the students write a
descriptive statement about
the structure and function of
the alien. Students then
switch roles.
Alien invasion continued
…
Struggling Group
If there are students who cannot succeed with the target activity, the
teacher can provide ONE of the following:
1. A list of possible questions in the language
2. A list of helpful vocabulary
3. A brief period of teacher coaching to help students develop a
model for the task.
Following this initial activity, students design, describe
and name their own alien. These are displayed in
the classroom and the whole class engages in a
questioning activity to determine who created each
alien.
(Ex: Does Will’s alien have long legs?)
Based on a differentiated Spanish I activity developed by Ellin Gallagher, Park City, Utah, from Enhancing
Foreigh Language Instruction in Your Classroom by Barbara Snyder.
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate
Instruction By
Readiness
To Differentiate
Instruction By
Interest
To Differentiate
Instruction by
Learning Profile
‫ ٭‬equalizer adjustments (complexity,
open-endedness, etc.
‫ ٭‬add or remove scaffolding
‫ ٭‬vary difficulty level of text &
supplementary materials
‫ ٭‬adjust task familiarity
‫ ٭‬vary direct instruction by small
group
‫ ٭‬adjust proximity of ideas to student
experience
‫ ٭‬encourage application of broad
concepts & principles to student
interest areas
‫ ٭‬give choice of mode of expressing
learning
‫ ٭‬use interest-based mentoring of
adults or more expert-like peers
‫ ٭‬give choice of tasks and products
(including student designed options)
‫ ٭‬give broad access to varied
materials & technologies
‫ ٭‬create an environment with flexible
learning spaces and options
‫ ٭‬allow working alone or working with
peers
‫ ٭‬use part-to-whole and whole-to-part
approaches
‫٭‬Vary teacher mode of presentation
(visual, auditory, kinesthetic, concrete,
abstract)
‫ ٭‬adjust for gender, culture, language
differences.
useful instructional strategies:
- tiered activities
- Tiered products
- compacting
- learning contracts
- tiered tasks/alternative forms of
assessment
useful instructional strategies:
- interest centers
- interest groups
- enrichment clusters
- group investigation
- choice boards
- MI options
- internet mentors
useful instructional strategies:
- multi-ability cooperative tasks
- MI options
- Triarchic options
- 4-MAT
CA Tomlinson, UVa ‘97
Writing Bingo: Contract or Anchor Activity
Try for one or more BINGOs this month. Remember, you must have a
real reason for the writing experience! If you mail or email your product,
get me to read it first and initial your box! Be sure to use your writing goals
and our class rubric to guide your work.
Recipe
Thank you
note
Letter to the
editor
Directions to
one place to
another
Rules for a
game
Invitation
Email
request for
information
Letter to a
pen pal,
friend, or
relative
Skit or scene
Interview
Newspaper
article
Short story
Your choice
Grocery or
shopping list
Schedule for
your work
Advertisement
Cartoon strip Poem
Instructions
Greeting
card
Letter to your
teacher
Proposal to
improve
something
Design for a
web page
Book Think
Aloud
Journal for a
week
Novel Think-Tac-Toe
basic version
Directions: Select and complete one activity from each horizontal row to help
you and others think about your novel. Remember to make your work
thoughtful, original, rich with detail, and accurate
Character
Create a pair of collages that
compares you and a character from
the book. Compare and contrast
physical and personality traits.
Label your collages so viewers
understand your thinking
Write a bio-poem about yourself
and another about a main character
in the book so your readers see
how you and the characters are
alike and different. Be sure to
included the most important traits in
each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve a
problem. Your list should help us
know you and the character.
Setting
Draw/paint and write a greeting
card that invites us into the scenery
and mood of an important part of
the book. Be sure the verse helps
us understand what is important in
the scene and why.
Make a model or map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they
are important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe at least 6-8
shifts in settings in the book. The
second should explain and illustrate
how the mood changes with the
change in setting.
Theme
Using books of proverbs and/on
quotations, find at least 6-8 that
you feel reflect what’s important
about the novel’s theme. Find at
least 6-8 that do the same for your
life. Display them and explain your
choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn from
events in the book. Use a Parade
magazine for material. Be sure the
interview is thorough.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps
your listener understand how you
think these songs express the
book’s meaning.
Novel Think-Tac-Toe advanced version
Directions: Select and complete one activity from each horizontal row to help
you and others think about your novel. Remember to make your work thoughtful,
original, insightful, and elegant in expression.
Character
Setting
Theme
Write a bio-poem about yourself
and another about a main character
in the book so your readers see
how you and the character are alike
and different. Be sure to include
the most important traits in each
poem.
A character in the book is being
written up in the paper 20 years
after the novel ends. Write the
piece. Where has life taken
him/her? Why? Now, do the same
for yourself 20 years from now.
Make sure both pieces are
interesting feature articles.
You’re a “profiler”. Write and
illustrate a full and useful profile of
an interesting character from the
book with emphasis on personality
traits and mode of operating. While
you’re at it, profile yourself too.
Research a town/place you feel is
equivalent to the one in which the
novel is set. Use maps, sketches,
population and other demographic
data to help you make comparisons
and contrasts.
Make a model or a map of a key
place in your life, and in important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they are
important in your life and the
characters’.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Find a
way to convincingly prove that idea
using this book.
Find out about famous people in
history or current events whose
experiences and lives reflect the
essential themes of this novel.
Show us what you’ve learned.
Create a multi-media presentation
that fully explores a key theme from
the novel. Use at least 3 media (for
example painting, music, poetry,
photography, drama, sculpture,
calligraphy, etc.) in your exploration.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps your
listener understand how you think
these songs express the book’s
meaning.
Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Orbitals
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats
Continuum of Differentiation
From differentiation as a strategy toward differentiation as a
way of thinking about teaching.
Progression of increased comfort, flexibility and fluidity
Take It or
Leave It
Teaching
Reflection
of student
need
Reactive
Differentiation
Teacher
Planned
Open
Ended
Responses
Proactive
Teacher
Planned
Differentiation plus
openness
Shared
Teaching
and
Learning
One size
fits all
Restless,
awareness
Patching
potholes
Student as
self-coach
Diagnose
and
prescribe
Teacher as
coach
from Carol Ann Tomlinson
Conditions for Highly Motivating Classrooms for Diverse Learners
1. Establishing Inclusion
Question: How does the learning experience contribute to the development
of participants as a community of learners who feel respected by
and connected to one another and to the teacher?
Criteria: Respect and Connectedness
2. Developing a Positive Attitude
Question: How does the learning experience offer meaningful choices
and promote personal relevance to contribute to participants’
positive attitude?
Criteria: Choice and Relevance
Conditions for Motivating Classrooms (cont’d)
3. Enhancing Meaning
Question: How does the learning experience engage participants in
challenging learning that has social merit?
Criteria: Challenge and Engagement
4. Engendering Competence
Question: How does the learning experience create participants’
understanding that they are becoming more effective in
authentic learning that they value?
Criteria: Authenticity and Effectiveness
Ginsberg, M., & Wlodkowski, R. (2000). Creating highly motivating classrooms for all students. San
Francisco: Jossey-Bass, p. 48.
Leading the way to Differentiation:
How to start
• Determine that differentiation is the focus
of discussion for group (faculty/admins)
• Agree on common, consistent meaning of
vocabulary:
– Assessment /preassessment/ adjust
instruction
– Flexible grouping
– Learning goals – essential understandings
– Etc.
Getting started, continued
• Brainstorm what excellence in a differentiated
classroom looks like
• Sort the brainstorm list into 4-5 common
headings (suggested: Learning Environment,
Content, Process, Product, Classroom
Management)
• Self-assess/group assess priorities for focus of
staff development and observations and support,
in short term
• Offer support, staff development, and goals for
differentiation that are in School Improvement
Plans.
Try generating some exemplary
practice statements about
differentiation.
What would you see in a differentiated classroom?
What would students be doing?
What would a teacher say?
How would you know that learning is happening?
How would you know that students were engaged
and challenged?
Leadership in Differentiation
To be effective in using differentiation, site administrators and central
office should be:
Consistent, Insistent and Persistent
Consistent:
• Use vocabulary that is clear and commonly understood by the
principal, the parent, the teacher
• Articulate the philosophy: Kids differ. Professional teachers act
robustly to address the differences.
• State the expectations: all of us must grow in responsiveness. That
we must change / grow / differentiate is non-negotiable; the path that
we each may take is negotiable.
• Incorporate an umbrella image – these are overarching goals, for
everyone, and these can and do encompass other areas like literacy
in technology or reading competency.
Leadership in Differentiation
Persistent:
• State and follow long term goals at all levels: classroom, school site,
district
• State and follow short term goals at all levels
• Set time-lines so that everyone knows these goals are not going
away
• Connect with all initiatives: standards, math assessment, technology
• Provide on-going sharing of “how”
• Provide on-going sharing of results throughout the school and
district
Insistent:
• Require that differentiation be part of teacher plans
• Require that differentiation be part of school plans
• Require that differentiation be part of all staff development
• Link differentiation to observations, feedback, peer review,
mentoring, evaluations
How to Communicate to Teachers that
Differentiation is Expected
• Require goals in teacher professional development plans
• Through observation process
• Staff development offerings at school site that are
mandatory
• On-site and off-site peer observations
• Study groups
• Structured, collaborative planning time specified for the
development of effective, differentiated instruction
• Select a limited number of specific strategies that all will
agree to use
Note-taking while watching the video
Clarity of learning goals? Flexible grouping?
Assess and adjust?
Respectful tasks?
Moderate challenge?
Readiness, Interest,
Learning Profile?
Concerns or questions?
THINKING ABOUT THE DAY….
What were the big ideas?
What do you understand better?
What questions do you still have?
What are the implications
for your work?
Leading the way to Differentiation:
How to start
• Determine that differentiation is the focus
of discussion for group (faculty/admins)
• Agree on common, consistent meaning of
vocabulary:
– Assessment /preassessment/ adjust
instruction
– Flexible grouping
– Learning goals – essential understandings
– Etc.
Getting started, continued
• Brainstorm what excellence in a differentiated
classroom looks like
• Sort the brainstorm list into 4-5 common
headings (suggested: Learning Environment,
Content, Process, Product, Classroom
Management)
• Self-assess/group assess priorities for focus of
staff development and observations and support,
in short term
• Offer support, staff development, and goals for
differentiation that are in School Improvement
Plans.
Try generating some exemplary
practice statements about
differentiation.
What would you see in a differentiated classroom?
What would students be doing?
What would a teacher say?
How would you know that learning is happening?
How would you know that students were engaged
and challenged?
Reflective Walkthroughs
A walk-through is a data-gathering technique
for working with teachers, school
improvement planning, and staff
development.
Ensure that teachers use a variety
of instructional strategies and assessments to
accommodate individual learning styles.
1. Conduct inventories of instructional strategies through
observations to discover whether or not teachers are
using a variety of strategies.
2. Allow students to construct knowledge.
3. Provide development and teaming opportunities so that
teachers learn how to incorporate seminars, inquiry-based
learning, cooperative learning, debates, field experiences,
independent study, laboratories, reflection, and projectbased learning into the traditional repertoire of lectures,
question and answer periods, etc.
Breaking Ranks: Strategies for Leading High School Reform
National Association of Secondary School Principals • p. 11
The objective of a walk-through is
to influence:
• Reflective, self-directed, self-analyzing,
interdependent teachers who examine
their own practices
• Teachers continually willing to improve
their teaching
• Teachers who are committed to teaching
the district curriculum and working toward
even higher student achievement.
What walk-throughs are:
What walk-throughs are
NOT:
2-10 minutes in classroom to 30-45 minute observation to
gather data about the
gather information about the
instructional program and
teacher
climate
Focused on curriculum,
Focused on teaching
pedagogy, equity, etc.
behavior/skills
Data used for a variety of
Data intensive, usually for
purposes:
purposes designed in
•Staff development planning teacher evaluation
documentations
•School improvement
planning
•Reflective conversations
with colleagues
What walk-throughs are:
Reflective supervision
Flexible – administrators
decide when to walkthrough, duration, what to
look for, what to do with
analysis
Tool for providing reflective
feedback, and this is
optional; feedback is not
always provided
Frequent samplings:
This increases validity
What walk-throughs are
NOT:
Inspectional supervision
Rigid – announced, notes
taken on specific behaviors
Post-observation conference
Limited, or one-shot
observations
What walk-throughs are:
Ways to look at school
concerns and initiatives
What walk-throughs are
NOT:
Ways to look at teachers
Ongoing monitoring of staff
development and its followthrough in classrooms
Reinforcement of supportive,
coaching role of
administration
A “gotcha” check on
teachers
Way for site administrators
to develop instructional
leadership through
observing instruction and
using data in school
planning
Something to file away and
not refer to
Top down administration -judgmental
What walk-throughs are:
What walk-throughs are
NOT:
An opportunity to look at and Formal observation
analyze qualities of
curriculum and student
engagement
Adaptable to allow for
Inflexible, standardized
observing and documenting statements not relevant to
needs cited in school plans school or district
or initiatives
Opportunity to reflect with
Solitary, singular perspective
colleagues who observe and
can add perspectives,
expertise
Ex. statement: “Evidence that Assessments and Pre-assessments
are used on regular basis to differentiate curric. & instruction”
• Teacher makes continuing efforts to know and
understand each student as an individual learner.
• Teacher has varied and assigned tasks to students to
meet readiness needs based on prior assessment of skill
mastery levels.
• Students can articulate the skill they are working to
improve.
• Teacher uses a variety of assessment modes throughout
a unit. (questions, observations, participation, notes, …)
• Students are asked about interests and learning
preferences, and are given work opportunities that
respond to those
• Assessments embrace the expectation that students can
think about, use and connect the skills, knowledge and
big conceptual understandings of the learning goals.
For more information
ASCD publications:
• Fulfilling the Promise, Tomlinson, 2004
• Leadership in Differentiation, Tomlinson and
Allan, 2000
• Differentiation in Practice K-5, 5-9, or 9-12,
Tomlinson and Eidson or Strickland, 2002 or
2005
• Integrating Differentiated Instruction and
Understanding by Design, Tomlinson and
McTighe, 2006
• www.ascd.org
Feel free also to contact Sandra Page, Chapel
Hill, NC [email protected] 919/929-0681