+ coaching for curriculum differentiation presented by penny willoughby to cranbourne secondary...
TRANSCRIPT
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Coaching for Curriculum Differentiation
Presented by Penny WilloughbyTo Cranbourne Secondary College Teaching Coaches, Wednesday 8th December 2010
Presentation Copyright © 2010 Penny Willoughby
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+Outline
PART I: Understanding Differentiation
1. What is the rationale behind differentiation?
2. What does it look like when differentiation isn’t happening?
3. Examples of effective differentiation
4. How do you implement differentiation?
PART II: Putting it into practice
5. Begin with the end in mind
6. Options for today
7. Have a go
8. Discussion
PART III: Plan to coach teachers
9. Goal
10. What do the coaches need?
11. About the coachees, types
12. Common misunderstandings
13. Inhibitors
14. Factors that support teacher change
15. Focusing on differentiation
16. Assessing needs and improvement
17. Time to plan and prepare
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90 mins
2 hours
90 mins
+About Penny
Who is Penny?
Background in business
UTS Bachelor of Education, 1st Class Honours
Interest in thinking development, individualised learning & special needs
Gifted Education and differentiation
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Thinking Outside The Box Professional Development provides uniquely engaging programs for educators
o Founder and teacher of Thinking Outside The Box Programs
o Vice President, Victorian Association for Gifted and Talented Children (VAGTC)
o Classroom teacher, tutor and teacher of gifted students
o Professional developer of educators
thinkingoutsidethebox.com.au
nb: The endorsement of Thinking Outside The Box Professional Development by Mr John Travolta should not be inferred. He clearly likes Penny though…
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Part IUnderstanding Differentiation
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Huge range of options
Teacher roams to provide individual instruction
Encourages us to work at our own level
Standard practice - not a special occurrence
Naturally we each work at our own pace and level because we all have such different needs
This example shows some aspects of differentiation at work. Students’ individual learning needs are being met on a regular basis.
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IntroductionPilates
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Providing different or modified activities for students based on their ability, knowledge, skills, interests,
readiness and learning styles with the goal of enabling real learning for all.
(Adapted from Winebrenner, 2001)
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IntroductionDefinition of ‘Differentiation’
+What is the rationale?
Opportunities to struggle and succeed (Windsurfing story)
“The surest path to high self-esteem is to be successful at something you perceived would be difficult. Each time we steal our students’ struggle by insisting they do work that is too easy for them, we steal their opportunity to have an esteem-building experience. Unless kids are consistently engaged in challenging work, they will lose their motivation to work hard.”
Dr Sylvia Rimm
Replace ‘too easy’ with ‘too hard’ and ‘challenging work’ with ‘work at a suitable level’.
“Psychologists and teachers agree that the best learning happens when a student’s level of understanding matches the challenge of new material.”
(Gifted Children in the Classroom. Accor Services, North America, 2004)
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+What is the rationale?
Comparison between bottom and top 15% of students
(Based on Winebrenner, 2001)
Group 3 Top 15% of students
Group 2 Mid-range group of students
Group 1 Bottom 15% of students
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+What is the rationale?Group 1 – Below average
Traditional classrooms often planned content, pace, repetition and level based on Group 2 (average).
The students in Group 1 (low-ability) have different learning needs. Teachers need to include variations for these students or they will just get further behind.
Example: Alex* – well below average but no additional funding or assistance, hard working, high level of home support, needs lots of repetition and individual assistance, limited ability to understand concepts but with help can develop this.
* All names have been changed.
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+What is the rationale?Group 3 - Gifted
The planned curriculum is just as unsuitable for Group 3. Many of these students also have different learning needs.
Example: Clark* – top 2% in Mathematics, top 10% in English, learns Maths concepts at lightning pace, little repetition needed, highly emotional and perceptual, becomes highly anxious when not being challenged or learning new concepts.
Both groups 1 & 3 are entitled to differentiation because they are not average.
* All names have been changed. But what about Group 2 (average)?
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+What is the rationale?Group 2 – ‘Average’
Brent – below average, struggles with many concepts, rote learning and speed Maths, needs lots of repetition, becomes extremely anxious during timed or test situations, interest in structures and machines
Cynthia – suspected above average, avoids any kind of reading, possibly dyslexic, strong spatial and organisational skills, interpersonal, low motivation and self-esteem in academic areas
Michelle – average, hard worker, high ability in sports, can’t keep up with the Maths and sees herself as poor in this subject
James – well above average, difficult background, other priorities, needs to be acknowledged and managed, gets concepts quickly when focused
Jarrod – below average, sporty, active, low academic interest
Lauren – above average, creative, arty, shy, follower, compliant, finds work easy
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Note: All names have been changed.
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Become discouraged, disengaged and lose motivation
Float through school without putting in much effort or learning how to extend themselves or persevere
Decide that there’s not much use to putting in effort or being clever at school
Avoid taking learning risks
Tune out, become day-dreamers, withdraw into their own world as a release from frustration or boredom
Be too polite to tell the teacher the work’s too easy/hard and may be overlooked or identified as ‘backward’
Sabotage their learning (consciously or unconsciously)
What is the rationale?Other effects on students
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Resist the teacher’s attempts to make them do the ‘easy’ work and enter a power-struggle with the teacher (Winebrenner, 2001)
Respond to their frustration by becoming disruptive and uncooperative, eventually being labelled as ‘behaviour problems’
Dumb down, try to be like everyone else
Pretend to know more, copy from others and use other strategies to hide their weaknesses
Cry, become depressed about or refuse to attend school
Never reach their potential
What is the rationale?Other effects on students
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When differentiation isn’t happeningSpot the difference
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What’s wrong with this picture? (Topic: Ancient Rome)
Reading the textbook in class
Taking notes of important details
Answer the questions at the end of the chapter (Homework if not completed)
Take notes of his carefully prepared lectures
Quiz on the notes and text (prior study sheet clearly spelling out what will be in the test)
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When differentiation isn’t happeningExample no. 1 – Mr Appleton
+When differentiation isn’t happeningExample no. 1 – Mr AppletonMr Appleton demonstrates a clear purpose but:
How will reading the text benefit the students who already know a lot about the topic or who are weak at reading / comprehension?
Taking notes may be impractical for some and for others may build knowledge but not understanding or depth.
What benefit will students get from answering the questions? Gifted students probably ‘got it’ the first time (or may know more) and low ability students may just just use ‘tricks’ to work out answers.
These activities are unlikely to promote in-depth understanding. The low ability students will probably be lost and the high ability students will probably coast.
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+When differentiation isn’t happeningUsing the same approach
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+When differentiation isn’t happeningExample no. 2 – Mrs BakerWhat’s wrong with this picture? (Topic: Ancient Rome)
Graphic organizers for taking notes
Pictures to show influence on modern art and architecture
Invites student to dress in togas and agrees to student suggestion to have a food banquet
Word search puzzle of Roman specific vocabulary
Watch and talk about entertainment such as gladiators
Plus …
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+When differentiation isn’t happeningExample no. 2– Mrs Baker 10 projects with options such as:
Listing important gods, their symbols and roles Travel brochure Poem about life Dressing dolls like citizens Drawing the fashions Building a model of a structure Map of the Holy Roman Empire Own topic
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+When differentiation isn’t happeningExample no. 2 – Mrs BakerMrs Baker’s structure offers choice and may engage
some students. However there are some problems:
Direction and learning goals are unclear
Lacks meaningful long-term learning
Ideas and information have no cohesion
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Different does not equate to differentiation
Differentiation must be based on defensible pedagogy
+When differentiation isn’t happeningOther examples Sudoku
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Students work on tasks at which they are already competent
Mixed ability groups where the higher ability students take notes, assist others, do the difficult jobs, etc. (eg. Do the reading or doing the hard maths) and the lower ability students rely on others
Peer tutoring
Students are given more of the same if they finish early or have to take unfinished work home to complete
Targeting high ability students’ weaknesses (eg. Animal School, Dr G.H.Reavis)
Most lessons are based on the same learning styles and intelligence types
The goals for a lesson/unit are the same for everyone
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When differentiation isn’t happeningOther examples
+Reminder: Outline
PART I: Understanding Differentiation
1. What is the rationale behind differentiation?
2. What does it look like when differentiation isn’t happening?
3. Examples of effective differentiation
4. How do you implement differentiation?
PART II: Putting it into practice
5. Begin with the end in mind
6. Options for today
7. Have a go
8. Discussion
PART III: Plan to coach teachers
9. Goal
10. What do the coaches need?
11. About the coachees, types
12. Common misunderstandings
13. Inhibitors
14. Factors that support teacher change
15. Focusing on differentiation
16. Assessing needs and improvement
17. Time to plan and prepare
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90 mins
2 hours
90 mins
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The good news or the bad news?
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Bad new: Any good teaching takes effort and time
Good news: It is possible! Strategies, tools and systems to make it easier Reusable resources and ideas
The good news or the bad news?
+Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated TasksTopic: Ancient Rome
Task 1
Create a data sheet about a chosen role (eg. soldier, healer, farmer, slave) by using a wide range of resources to understand what their life would have been like if they lived in ancient Rome
Accurate, interesting and detailed information about what they would eat, wear, where they would live, how they’d be treated by the law, problems they would face, etc.
Group and individual work, building understanding and research skills
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Task 2
Compare and contrast own lives with the lives of children of similar age in ancient times
Teacher assigns scenarios. eg. Eldest son of lawmaker during the Pax Romana period
Differentiation based on student readiness, interests and abilities – varying complexity of scenario
Final in-depth question; Eg: How is what you eat shaped by the economics of your family and location? How is your life interdependent with others?
Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated Tasks
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Why this picture works:
Engages the students
Systematically builds / organises understanding and depth of thinking
Is rigorous – requires understanding of important concepts (in this case: culture, change and interdependence)
Builds skills based on students’ abilities
Continual assessment and modification based on readiness, interests and learning profiles
Involves students in goal-setting and decision-making about their learning
Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated Tasks
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Description of unit:
4 week maths unit focusing on the concept of change.
Primary purpose is to examine ways change is represented both graphically and linearly.
Includes assessable topics of variable change, linear graphing, regression lines, slope and linear equations.
Centre piece is an ongoing, independent project in which students apply their growing knowledge.
Students are immersed in skills of interpreting and creating graphic representations of data.
Assumes pre-assessment of learning styles and readiness.
Includes requirements that all students must meet as well as modifications and differentiation for specific students or groups.
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Examples of effective differentiationExample no. 2 – Line ‘Em Up! (Algebra) Nanci Smith
Summarised from Differentiation in Practice, Grades 5-9, Carol Ann Tomlinson & Caroline Cunningham Eidson, 2003.
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Differentiated elements:
Small group activities based on learning profiles* or readiness. (*Multiple and triarchic intelligences)
Independent projects differentiated based on readiness and interest.
Adjustment to tasks and review of progress based on needs.
Heterogeneous grouping based on interests and matching topics etc.
Quiz on concepts and formulas based on readiness.
Discussion questions for groups based on readiness.
Note-taking sheets distributed to some students based on readiness.
‘Learning station’ assignments based on student skills.
Assessment portions based on readiness.
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Examples of effective differentiationExample no. 2 – Line ‘Em Up! Nanci Smith
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Why this works:
Satisfies the ‘rigor test’ – the unit has been systematically developed to meet all the important criteria.
Focus on understanding while including assessable learning.
Students required to apply understanding of every subtopic.
Assessment includes basic elements as well as some individualised components designed to encourage growth.
Goals negotiated with each student.
Class develops final scoring guide.
Caters for different learning styles.
Uses a range of instructional strategies.
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Examples of effective differentiationExample no. 2 – Line ‘Em Up! Nanci Smith
+Reminder: Outline
PART I: Understanding Differentiation
1. What is the rationale behind differentiation?
2. What does it look like when differentiation isn’t happening?
3. Examples of effective differentiation
4. How do you implement differentiation?
PART II: Putting it into practice
5. Begin with the end in mind
6. Options for today
7. Have a go
8. Discussion
PART III: Plan to coach teachers
9. Goal
10. What do the coaches need?
11. About the coachees, types
12. Common misunderstandings
13. Inhibitors
14. Factors that support teacher change
15. Focusing on differentiation
16. Assessing needs and improvement
17. Time to plan and prepare
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90 mins
2 hours
90 mins
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Complexity and abstraction
Small V big ideas, connections between ideas and history
Imaginary V real issues
Facts V values and ethical dilemmas
Pre-testing and variation of complexity of subject matter, resources and presentation methods, etc.
Interests and passions
Level of built in metacognition
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(Loosely based on Maker, Tomlinson & Van Tassel-Baska)
How to implement differentiation4 Ways to differentiate - Content
+Four ways to differentiate - Process
Open-endedness with multiple possible answers
Discovery
Choice
Varied pace
More V less basic practice
Amount of time to delve, use higher order thinking and discuss
Personal learning styles and group or independent study
Competitions V Personal Best
Creativity V structure, routine, steps
Steps V critical thinking, rationales and justification
Self-expression (eg. arts or drama)
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(Loosely based on Maker, Tomlinson & Van Tassel-Baska)
How to implement differentiation4 Ways to differentiate - Process
+Four ways to differentiate - Product
Choice of presentation style
Creativity and originality
Application V synthesis in new form
Audience – real V classroom or small group
Participate in competition or produce an independent piece
Preliminary time to build solid knowledge-base V producing product
Solutions to simple V complex or real issues
Being of service to others
Intangible products such as attitudes, values, self-esteem and self-understanding
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(Loosely based on Maker, Tomlinson & Van Tassel-Baska)
How to implement differentiation4 Ways to differentiate - Product
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Evaluating
Creating
Analysis
Application
Understanding
Knowledge
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Higher order thinking
Lower order thinking
How to implement differentiation4 Ways to differentiate – Product - Boom’s Taxonomy
+Four ways to differentiate - Environment
Variation of flexibility, mobility, creativity, risk taking, challenge and student initiative
Level of use and involvement of community
Instruction - virtual V personal
Teacher as facilitator V controller or dispenser of knowledge
Focus on thinking and ideas by the student V teacher
Level of new input expected
Level of self-direction and evaluation of learning
Evaluation V judgment
Varied grouping - like-minded V multi-ability
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(Loosely based on Maker, Tomlinson & Van Tassel-Baska)
How to implement differentiation4 Ways to differentiate – Environment
+Know Your Kids Principle™
A planning system that is time-friendly, adaptable, systematic and uses existing knowledge:
1.Review what you know about your kids: Level of ability, current skills and knowledge Learning styles - Multiple Intelligences Interests (Learner’s Questionnaire), special needs and observations
2.Identify areas of potential in which there is underachievement
3.Develop strategies and plans for differentiation
4.Translate into unit/lesson plans and Differentiated Learning Plans
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(Developed by Penny Willoughby, Thinking Outside the Box Programs)
How to implement differentiationKnow Your Kids Principle TM
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How to implement differentiationKnow Your Kids Principle TM – Class Information Chart
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Main features:
Requires more than remembering facts or reproducing skills
Students learn by answering – and teachers learn about each student from the attempt
Several possible answers
From: Peter Sullivan, and Pat Lilburn, “Open-ended Maths Activities - Using ‘good’ questions to enhance learning.” Oxford University Press, 1997, South Melbourne, Australia.
How to implement differentiationOpen-ended Questions
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Good open-ended questions are likely to require higher levels of thinking. (Bloom’s: analysis, creation or evaluation)
eg. Make conjectures, follow arguments or comment on results
Will still require some lower-order thinking such as knowledge, understanding and application
How you teach open-ended questions will affect how valuable they are
How to implement differentiationOpen-ended Questions
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2 + 2
Calculate the perimeter and area of a yard
What is the average of 6, 7,5, 8 & 4?
What is a square?
How long is the basketball court?
4, what could the question be?
I want to make a rectangular garden using 30 metres of fence. What might the area of the garden be?
Paul’s average score is his tests is 6. What might his scores have been?
How many ways could you describe this square?
Maria and John each measured the length of the basketball court and found it to be 20 and 19 ½ rulers long respectively. How could this happen?
Not open-ended Open-ended
How to implement differentiationOpen-ended Questions
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How to use metaphors in teaching:1. Clarify the key concepts and important aspects of the
topic that you wish the students to understand. eg: The structure of a cell
2. Decide on a metaphor that encapsulates these. eg: A city with a centre, boundaries, inhabitants,
visitors, invaders.3. Set a project or task that is based on the metaphor;
This will become like a virtual reality the students ‘step into’. eg: Build a model of a city including all its key
components
* From Christine Ireland, Teacher and President, VAGTC
How to implement differentiationEnlist Metaphors – No. 1 of 3
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How to use metaphors in teaching:4. Set questions that will require the students to make
connections between the metaphor and the topic. eg: In what ways is a city like a cell?
5. Ask ‘What if?’ questions that give the students ‘power’ to change the rules and cause a deeper understanding of the key concepts. eg: What if disguised invaders (virus) broke into the city
(cell)? How could the invasion have been prevented?
* From Christine Ireland, Teacher and President, VAGTC
How to implement differentiationEnlist Metaphors – No. 2 of 3
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Examples of using metaphors in teaching Macbeth – A boardroom takeover Punctuation or spelling – Fashion, looking sharp, going on
a date Maths process – A train in motion; What if the train
derails? A set of scales that must be balanced as a metaphor for algebra.
Use cross disciplines. eg. Use a scientific metaphor to teach language.
How to implement differentiationEnlist Metaphors – No. 3 of 3
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+What is the rationale?
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How to implement differentiationCatering for students below and above average
• Modify/delete sections of class work, homework and tests beyond capability, set extra homework to be supported by parents, include lots of repetition, invite to tutorials to build understanding, focus on achievements
Alex
• Accelerate at higher level Maths, set minimal/no repetition, assess regularly, group with like-minded students, include extra challenges and higher level thinking for all tasks, include emotional management goals in DLP, set up daily metacognitive reflection and feedback
Clark
+What is the rationale?
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How to implement differentiationCatering for our ‘average’ kids
• Provide acknowledgement and clear guidelines, joint goal setting with rewards and consequences
James
• Provide regular active options or breaks, alternatives activities based on interests
Jarrod
• Set DLP with goals, learning contract, individual project, focus on independence and confidence
Lauren
+What is the rationale?
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How to implement differentiationCatering for our ‘average’ kids
• Personal best, alternative method to time trials, opportunity for small tutorials, build in interests
Brent
• Different texts, match with better reader, interest based options and opportunities to organise
Cynthia
• Provide optional extra homework and tutorials for Michelle to ask questions and practice processes
Michelle
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Part IIPutting it into practice
+Outline for Part II
1. What would you like to achieve?
2. Options for today
3. Time to put it into practice – First option
4. Discussion
5. Time to put it into practice – Second option
6. Summing up
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35 mins
20 mins
35 mins
10 mins
15 mins
5 mins
+Begin with the end in mind
Think of a student, group, class or topic you would like to differentiate better.
What would you like to get out of this workshop for this student/group?
Objectives for this segment: Give some further thought to differentiation possibilities Have a go at planning for differentiation Take away some ideas and something that you can use
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+Options for today
1. Work on a lesson, student group, topic or unit that you would like to differentiate
2. Apply one or more approach to the lesson, unit or group: Use the Know Your Kids Principle ™ Develop some open-ended questions * Develop a metaphor for a topic * Use the Four Ways To Differentiate checklist and adjust features Use Blooms or Williams Taxonomy to differentiate activities for
different groups Make notes for DLPs for students for whom you’d like to
differentiate Other
3. Indication of which approach everyone is planning to tackle
4. Match up groups and get started
* Groups recommended
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+Discussion
What have you done?
What are your thoughts so far?
What did you like? What worked well?
What difficulties did you have?
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Part IIIPlanning to coach teachers
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Goals
What do the coaches need?
About the coachees, types
Common misunderstandings
Inhibitors for teacher change
Factors that support teacher change
Focusing on differentiation
Assessing needs and improvement
Time to plan and prepare
Coaching for differentiation
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Deep learning and altered habits
What else?
Coaching for differentiationGoals
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What do you need to become good coaches of differentiated teaching? Coaching skills and processes Deep understanding Passion and conviction for differentiation
How important is it that you become the experts? Blooms: Knowledge, Understanding, Application, Analysis,
Creation and Evaluation
There are plenty of benefits for you as teachers too
Coaching for differentiationWhat do the coaches need?
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Who?
What do they need?
Readiness (Types of coachees – next slides)
How to work with each person?
Individualised processes and tasks - Differentiating differentiation!
What do they need / want to achieve (Questionnaire?)
Need to be challenged, not just supported
Cooperative (Planning together, not just being told or following advice, coachee maintains locus of control)
Reflective
Coaching for differentiationAbout the coachees
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Resisters – essentially refuse to participate, overtly or covert
Resisters – Build relationship, analyse the context, assume multiple roles
Accessorisers – deliver a balanced message, role of critical analyst, develop reflective practices, assume multiple roles
Type of coachee How to help
Coaching for differentiationTypes of Coachees - Metaphor of the Renovator
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
Accessorisers – intermittent involvement, motivation is misplaced (placate, status), do the minimum, need to retain sense of confidence, may be respected professional, strong classroom management, often misunderstands differentiation and incorrectly believes they are differentiating
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Redecorators – target specific areas, incorporating strategies and practices that align with deeply held beliefs, strong classroom management, seasoned, not showy, believe they know better, some accurate interpretations, traditional
Redecorators – assess belief system, appeal to logic, graduation incremental persuasion, ‘calculated shepherd’
Renovators – anticipate potential problems and help develop solutions, provide roadmap for anticipated challenges such as shaken confidence or the ambiguity of the journey
Type of coachee How to help
Coaching for differentiationTypes of Coachees - Metaphor of the Renovator
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
Renovators – constantly attempting to implement improvements/innovation, motivated by responsibility to students and personal need for growth, understand that risk-taking, discomfort, and failure are part of growth, seek comprehensive understanding, strong command of content, pedagogy, and classroom management
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Differentiation is a set of strategies.
Differentiation is group work.
Differentiation is an entire teaching philosophy grounded in knowing students and responding to their needs.
Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups – depending upon demonstrated student need.
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 64
“I already differentiate.”
Differentiated lessons have to be creative, “cute,” and fun.
While many teachers may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms– these classrooms develop and grow over time in response to student need.
While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum.
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 65
Differentiation is just the next educational fad.
Providing choice = differentiation.
Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear.
Different activities have to be held together by clear learning goals.
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 66
Differentiation isn’t fair.
Differentiation means “dumbing down” the curriculum for less advanced learners.
Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there.
Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 67
Differentiation only works when kids are well-behaved.
Preparing a differentiated lesson takes a huge amount of time.
Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met.
Creating any high-quality lesson takes time. As teachers get their heads wrapped around the process, they become more efficient and develop storehouses of differentiated lessons to adapt
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 68
Kids will differentiate on their own.
Open-ended tasks are naturally differentiated.
Kids need help to work at a level that will foster true learning and when left alone may just ‘adapt’ work to something they already know
To be differentiated even open-ended tasks need to be carefully designed to provide rich learning for all
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 69
Differentiation requires 3 groups (High, Medium, Low).
Administer assessment at the beginning of the year and use it all year.
The number of variations to the core work will depend on the number of differences in the classroom. A class of 3 children could have only 3 levels.
Assessment needs to be ongoing to inform the continual and individualised adjustments to learning activities.
Misunderstanding Clarification
Coaching for differentiationCommon misunderstandings
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
+ 70
Too many initiatives undertaken
Lack of support, no commitment to continue support
Evaluation and accountability perceived as threatening
High-stakes testing environments
Unstable culture – not worth the risk to invest
Top-down mandated change
Coaching for differentiationInhibitors for teacher change
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
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Administrative support
Safe climate where risk-taking is encouraged
Culture of a learning organization
Coaching support on-site
Time for collaboration with colleagues
Extended time for change
Stable environment
Voices represented, shared vision a result of teachers’ contributions
Coaching for differentiationFactors that support teacher change
Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.
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Realistic and achievable goals
Demonstrating
Observation by coach and coachee
Debriefing
Joint planning – with the coach or other like-minded staff
Reflection – journal, with the coach, meetings with like-minded
Evaluation and resetting goals
Acknowledge the difficulties
Celebrate the successes!
Coaching for differentiationFocusing on differentiation
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Real and significant rather than trivial or secondary
Before and ongoing
Current skill level – how effectively does the coachee differentiate? Use: * Observation Questionnaires - teacher,
coach and students Checklists
Before and after
Decide at start how to assess and ensure the goals are assessable
Link to performance reviews
Link to real and meaningful goals
New skill level - how effective? (*See list on left)
Needs Improvement
Coaching for differentiationAssessing needs and improvement
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Time to plan and prepare
Coaching for differentiationTime to plan and prepare
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PART I: Understanding Differentiation
1. What is the rationale behind differentiation?
2. What does it look like when differentiation isn’t happening?
3. Examples of effective differentiation
4. How do you implement differentiation?
PART II: Putting it into practice
5. Begin with the end in mind
6. Options for today
7. Have a go
8. Discussion
PART III: Plan to coach teachers
9. Goal
10. What do the coaches need?
11. About the coachees, types
12. Common misunderstandings
13. Inhibitors
14. Factors that support teacher change
15. Focusing on differentiation
16. Assessing needs and improvement
17. Time to plan and prepare
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Summing Up
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Penny Willoughby
Thinking Outside The Box Professional [email protected] 520 023 (03) 9752 6523thinkingoutsidethebox.com.au