helping teachers navigate differentiation successfully and still have a life ascd conference...

Helping Teachers Helping Teachers Navigate Navigate

Differentiation Differentiation Successfully and Successfully and Still Have a LifeStill Have a Life

ASCD ConferenceASCD ConferencePhiladelphia, 2012Philadelphia, 2012 01

Session objectivesSession objectives• PARTICIPANTS WILL PARTICIPANTS WILL KNOWKNOW

– what differentiation is and is not, and when it may what differentiation is and is not, and when it may occur;occur;

• PARTICIPANTS WILL PARTICIPANTS WILL UNDERSTANDUNDERSTAND– why high-quality curriculum is essential to good DI;why high-quality curriculum is essential to good DI;– how to approach DI successfully and take how to approach DI successfully and take next steps;next steps;

• PARTICIPANTS WILL PARTICIPANTS WILL BE ABLE TOBE ABLE TO– design lessons according to the principles of DI;design lessons according to the principles of DI;– evaluate the merits of a [DI-friendly?] grading evaluate the merits of a [DI-friendly?] grading system;system;

– implement some strategies/routines conducive to DI.implement some strategies/routines conducive to DI.

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Questions to addressQuestions to address• How can I create a How can I create a CULTURECULTURE that that supports DI?supports DI?

• What does the What does the PROCESSPROCESS of DI look like? of DI look like?– Where does DI begin?Where does DI begin?– What can be differentiated, and how?What can be differentiated, and how?

• Are there any Are there any FLOATIESFLOATIES that may help that may help me?me?– Grading???!!!Grading???!!!– Streamline the paperwork.Streamline the paperwork.– Build a bank of go-to resources and Build a bank of go-to resources and activities.activities.

CULTURECULTUREPROCESSPROCESSFLOATIESFLOATIES

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• Mandatory, sustained conversations– HonestyHonesty: We don’t all come with the same skills.

• Some presently struggle; others “can just flat play”

– FairnessFairness: One size does not fit all.• Not every task fits every student; tasks must be

tailored

– ResponsibilityResponsibility: My job is to serve you as individuals.• All work should be “a little too hard”

– Self-assessmentSelf-assessment: Compare your work to your best.• Evaluate yourself in light of your own abilities.

Teach DI to kidsTeach DI to kids

CULTURECULTUREPROCESS - PROCESS -

UBDUBDPROCESS - DIPROCESS - DI

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DI in Process: DI in Process: CurriculumCurriculum• The best curriculum creates The best curriculum creates a personal purpose.a personal purpose.

– Math is not truly about linear equations or long-division.Math is not truly about linear equations or long-division.– The beating heart of Math is that The beating heart of Math is that perfect is possibleperfect is possible..– Powerful sense of purpose: Powerful sense of purpose: I can be part of perfectionI can be part of perfection..– History is not truly about wars or inventions.History is not truly about wars or inventions.– The beating heart of History is that The beating heart of History is that human stories human stories intersectintersect..

– Powerful sense of purpose: Powerful sense of purpose: I can find myself in the past.I can find myself in the past.– English is not trulyEnglish is not truly about grammar or George Orwell.about grammar or George Orwell.– The beating heart of English is that The beating heart of English is that voice is powerfulvoice is powerful..– Powerful sense of purpose: Powerful sense of purpose: My voice mattersMy voice matters..



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DI in Process: DI in Process: Curriculum• Understanding By DesignUnderstanding By Design

– OverviewOverview1.1. Option: Establish a Option: Establish a guiding conceptguiding concept for the for the

year.year.– Power; Revolution; Voice; Discipline; Choice; Power; Revolution; Voice; Discipline; Choice;

DiscoveryDiscovery

• Construct the Construct the enduring understandings enduring understandings of your of your course.course.

• Develop Develop essential questions essential questions to carry the to carry the curriculum.curriculum.

• Identify Identify skillsskills to practice and improve over to practice and improve over the year. the year.

• Establish Establish learning targets learning targets [standards!] for [standards!] for each unit.each unit.

Based on the UBD work of Grant Wiggins and Jay McTighe

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• ENDURING UNDERSTANDINGSENDURING UNDERSTANDINGS..– Big-picture ideas retainable beyond the

course• Every Achilles has a vulnerable heel. [History]• Geometry gives order and precision to a world

that is often chaotic and imprecise. [Geometry]• Discipline is the key to a healthy lifestyle.

[Health]• Humans are machines. [Biology]• Strong writers capture their audiences.

[English]• Artists establish the dark, reserve the light,

and negotiate the middle. [Studio Art]

DI in Process: DI in Process: CurriculumCurriculum


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• ESSENTIAL QUESTIONSESSENTIAL QUESTIONS..– Connect to enduring understandings– Not fact-specific– Encourage critical thinking– Recur throughout the year in different

units– Offer opportunities for cross-

curricular exploration– Example: Example: WHAT IS THE TRAGIC FLAW?WHAT IS THE TRAGIC FLAW?



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What is the tragic What is the tragic flaw?flaw?

• Can it anchor to an enduring understanding?

• World History: Every Achilles has a vulnerable heel.

• Is it relevant to multiple units of study?• What was the tragic flaw of Robespierre? According to Hindus, what is the flaw of humanity? What was the flaw of the Declaration of Independence?

• Can the question extend beyond this class?• What flaws are borne by J.D. Salinger’s characters? Are there any flaws that invalidate the experiment? How does HIV tragically flaw human health? What flaws do old-school artists find in modern hip-hop?


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• Identify SKILLSSKILLS that all students will develop.– Evaluate statements for historical validity.– Analyze a subject by breaking it down into parts.– Show understanding through structured writing.

• Consider that the skill may have a range of rigor.– Ex: Make sense of cause and effect relationships.

• Identify each event as a cause or effect of WWII.• Explain 3 causes and 3 effects of World War II.• Analyze the ultimate and proximate causes of WWII.



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• Create unit-specific LEARNING TARGETSLEARNING TARGETS..– Unit (Topic): History of Belief (Buddhism)

• I can identifyidentify: Karma, Reincarnation, Nirvana, Buddha, Meditation, Noble Truths, Eightfold Path, Middle Way.

• I can summarizesummarize the story of Siddhartha Gautama. • I can explainexplain the purpose of Buddhist

meditation.• I can compare/contrastcompare/contrast Hindu and Buddhist

beliefs.• I can interpretinterpret a Star Wars scene from a

Buddhist perspective.• I can designdesign a restaurant based on Buddhist

themes.



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The School of RockThe School of Rock• Enduring UnderstandingEnduring Understanding: The Man will beat you down.

• Essential QuestionEssential Question: How do you stick it to the man?

• Learning TargetsLearning Targets:– I CAN analyze the rock-n-roll experience.– I CAN explain how rock-n-roll can save the world.

• Evidence of UnderstandingEvidence of Understanding: Project “Rock Band”

• DIFFERENTIATIONDIFFERENTIATION: Students travel different paths toward the same understanding. They tackle a common essential question in ways that are personally relevant and appropriately rigorous.

Based on the work of Grant Wiggins, Jay McTighe, and Carol Ann Tomlinson



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InputInput ProcessingProcessing OutputOutput

ACCESSnew content

Formative

Assessment

ENRICHMENT

SUMMATIVE ASSESSMENTRE-TEACHING / REVIEW

INPUT STAGE SENSE-MAKING STAGE OUTPUT STAGE

DI in Process: DI in Process: InstructionInstruction

Based on the work of Carol Ann Tomlinson



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THE THE HOWSHOWS OF DI OF DI

LEARNING PROFILESTUDENT INTERESTSCONTENT/SKILL READINESS

14Based on the DI work of Carol Ann Tomlinson

PURPOSE:PURPOSE:TO ENGAGETO ENGAGE

PURPOSE:PURPOSE:TO ADVANCETO ADVANCE

D.I. D.I. InputInput

• How will students accessaccess new content?– DI: Learning profileLearning profile

• Source of content: Auditory; visual/graphic; written

• Structure of access: Independent; groups; whole-class

• Shape of the lesson: Analytical; creative; practical***– Ex: Slope-Intercept Form (y=mx+b) via Japanese ads

– DI: Readiness levelsReadiness levels• Scaffolds: Readings, comprehension ?s, organizers• Groupings: Homogeneous; heterogeneous-tiered

***Robert Sternberg, theories of intelligence


ACCESS

Formative

Assessment

ENRICHMENT

SUMMATIVE ASSESSMENT

REVIEW

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http://www.youtube.com/watch?v=VD44QhKuG1U&feature=related

http://www.youtube.com/watch?v=7pW1eKY3WUE&feature=related

Formative Formative assessmentassessment• What is it?

– Mid-lesson assessment after the Input Stage– Evaluated… but not “graded”– Can be differentiated, but does not have to be

• Why should it be part of the lesson plan?– Offers an opportunity for student self-assessment

– Drives differentiationDrives differentiation• Which kids need review?• Which kids are ready for deeper enrichment?



ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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D.I. D.I. ProcessingProcessing

• How will students MAKE SENSE OF MAKE SENSE OF content?

• Ex: Readings about Greek philosophy– REVIEW GROUP:

» Scaffolded readings with guided-comprehension ?s

» Crossword review» VENN diagram: Socrates, Plato, Aristotle

– ENRICHMENT GROUP: » Read an excerpt from Jostein Gaarder’s book Sophie’s World; answer critical thinking questions

Based on the DI work of Carol Ann Tomlinson

DI BY CONTENT READINESS


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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DI BY INTEREST

AND CONTENT READINESS


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

• How will students MAKE SENSE OF MAKE SENSE OF content?• Ex: BUDDHISM Restaurant design

– ENRICHMENT TEAMS:» Owner (name and slogan)» Interior designer (furniture, music, lighting, colors)

» Chef (menu)» House manager (staff, service, clientele)» Critic (written review describing the restaurant)

– REVIEW GROUP: » Re-access Buddhism, then create a restaurant rubric

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DI BY SKILL

READINESS


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

• How will students MAKE SENSE OF MAKE SENSE OF content?

• Ex: Slope-Intercept Form– REVIEW:

» Brainpop video (www.brainpop.com)» Guided practice

– ENRICHMENT: » Propose solutions: How did the Egyptians move multi-ton stones to the top of the Great Pyramid in Giza? Proposals must address complications related to slope.

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http://www.brainpop.com/

D.I. D.I. OutputOutput

• How will students exhibit understandingsexhibit understandings? – DI: Learning styles

• Vary the format (written, interviews, clickers, etc.).

– DI: Interests• Design “alternative” assessments (creative? practical?).

– DI: Readiness levels• Engineer the rigor of each assessment item.

– EmergingEmerging– AdvancingAdvancing– HonorsHonors


Most challenging facet of DI…


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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Discern Discern readinessreadiness

• Characteristics of an EMERGINGEMERGING learner???– Elementary reading comprehension skills– Very limited writing skills; does not understand errors• Poor word use, structure, punctuation, use of content

– Learns by memorizing– Struggles to think critically

• Barely comfortable with basic who/what questions

– Highly dependent on step-by-step scaffolding



ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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• Characteristics of an ADVANCINGADVANCING learner???– Reading comprehension around grade-level (+/- 2)– Passable but inconsistent writing; understands errors• Acceptable word use, structure, punctuation, content

– Receptive to critical thinking (beyond memorization)• Increasingly comfortable with how/why questions

– Takes ownership of task after moderate scaffolding



ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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• Characteristics of an HONORSHONORS learner???– Reading comprehension above grade level (+ 2 or more)

– Consistently impressive writing; understands errors• Competent word use, structure, punctuation, content

– Above-average critical thinking skills• Comfortable with “so what?” big-picture significance

– Directs entire task without much scaffolding



ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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With an understanding With an understanding of student readiness, of student readiness, teachers may design teachers may design assessments that are assessments that are

appropriately appropriately rigorous.rigorous.



ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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ExampleExample

• Skill: Evaluate validity. Skill: Evaluate validity. (Emerging readiness)(Emerging readiness)


1. ____ In 1994 Hutus tried to kill all of the Tutsis in Darfur.

a)The statement is true.b)The statement is false. Change Darfur to Uganda.

c)The statement is false. Change Darfur to Rwanda.

d)The statement is false. Change Darfur to South Africa.


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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ExampleExample

• Skill: Evaluate validity. Skill: Evaluate validity. (Advancing readiness)(Advancing readiness)


In 1994 Hutu extremists in Darfur began a campaign of ethnic genocide, lasting 100 days, against the more privileged Tutsis following the death of the Hutu president.


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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ExampleExample

• Skill: Evaluate validity. Skill: Evaluate validity. (Honors (Honors readiness)readiness)


In 1994 Hutu extremists in Darfur began a campaign of ethnic genocide, lasting 100 days, against the more privileged Tutsis following the death of the Hutu president.


ACCESS

Formative

Assessment

ENRICHMENT


REVIEW

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Differentiation is a Differentiation is a marriage of reflection, marriage of reflection, intentionality, design.intentionality, design.

Doing it right requires Doing it right requires

TIME.TIME.

Lack of time produces Lack of time produces “overwhelmed” and “overwhelmed” and

“burnt out.”“burnt out.”Based on the work of Carol Ann Tomlinson 28

•ADMINSADMINS: Set your teachers up for : Set your teachers up for success.success.– Reduce the # of contents (or expect less Reduce the # of contents (or expect less DI).DI).

– Maintain continuity in teachers’ Maintain continuity in teachers’ schedules.schedules.

– Eliminate busywork.Eliminate busywork.

•TEACHERSTEACHERS: Take small steps forward.: Take small steps forward.– Do NOT try to differentiate everything.Do NOT try to differentiate everything.

Suggestions for life-Suggestions for life-supportsupport



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•Step 1Step 1: Differentiate the : Differentiate the processing processing stagestage– Form. assessment Review & EnrichmentForm. assessment Review & Enrichment

•Step 2Step 2: Differentiate the : Differentiate the input stageinput stage– Vary the sources, scaffold the Vary the sources, scaffold the materials/tasksmaterials/tasks

•Step 3Step 3: Differentiate the : Differentiate the output stageoutput stage– Design the Design the HonorsHonors task, then scaffold down task, then scaffold down

Starting points, next Starting points, next stepssteps

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• Create multiple assessments…Create multiple assessments…– Then design Then design a single grade-level assessmenta single grade-level assessment that requires execution of the targeted that requires execution of the targeted standardsstandards

• Create differentiated access tasks…Create differentiated access tasks…– Then design a task that meets the needs of Then design a task that meets the needs of the the most accelerated most accelerated kids in the classkids in the class

– Group kids heterogeneously, and tier the Group kids heterogeneously, and tier the roles roles

• Create separate review and enrichment Create separate review and enrichment tasks…tasks…– Then design an activity around Then design an activity around peer tutoringpeer tutoring

I don’t have enough I don’t have enough time to…time to…

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• Evaluate more, grade less.Evaluate more, grade less.– Embrace a standards-based-grading approachEmbrace a standards-based-grading approach

•Evaluate student work in-process.•Teach kids to evaluate themselves and one another.

•Only grade the summative assessments.

– CategoriesCategories•Performance grade: Summative assessments•Processing grade: Professionalism, productivity

•Progress “grade”: Unweighted, next-step feedback

So. Much. Grading.So. Much. Grading.

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• Reduction of papers to gradeReduction of papers to grade• Fewer headaches re. graded makeup workFewer headaches re. graded makeup work

• “Here are the materials you missed. They will help you in preparing for next week’s assessment. No, you don’t need to submit them for a grade, but I will be happy to evaluate the work with you if you choose to complete it.”

• Authenticity: Grade for Authenticity: Grade for learninglearning, not , not completioncompletion

• Processing grades may help teach Processing grades may help teach resilience.resilience.

• Without the fear of failure kids may attempt new challenges that encourage them to take next steps.

Benefits of S-B-G for Benefits of S-B-G for DI?DI?

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• Implement a student folder system to manage Implement a student folder system to manage makeup workmakeup work

• Assign universal names to differentiated Assign universal names to differentiated handouts handouts – i.e. Notes 16, Processing 16

• Build a bank of resources and go-to tasks.Build a bank of resources and go-to tasks.– Reusable websites (i.e. brainpop.com)– DI-ready activities (i.e. RAFTs; Restaurant Wars)– Processing tasks high-in-interest, high-on-rigor:

• Facebook profiles; divergent comparisons; soundtracks; Essential question responses; 6-word novels

Other practical Other practical suggestionssuggestions



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DI is a tough road. DI is a tough road. Your experience will be Your experience will be less frustrating if you less frustrating if you take small steps forward take small steps forward over time over time according to a according to a

plan that has been plan that has been intentionally established. intentionally established. If I can be of assistance If I can be of assistance

to you, I will. to you, I will.

Please evaluate your Please evaluate your experience.experience.

http://www.ascd.org/evaluations

http://www.ascd.org/evaluations

helping teachers navigate differentiation successfully and still have a life ascd conference...

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