Walking the Talk: A Differentiated Journey with Differentiation

Walking the Talk:A Differentiated Journey

with Differentiation

Leslie GrahnWorld Language Resource

TeacherHCPSS

Why Differentiated Instruction for HCPSS World

Languages?Increased access of middle school

students to World LanguagesNeed to differentiate in combined

classes between regular and honors courses and between levels

Emphasis on knowing the learner

Development of a theme

Making connectionsA perfect fit, not an add-on

Differentiation +

HCPSS Vision

Differentiation + Cultural Proficiency

Assess cultureValue diversity

Manage the dynamics of difference

Adapt to diversityInstitutionalize cultural

knowledge

Differentiation +Culturally Responsive

TeachingUnderstand how learners construct

knowledgeLearn about students’ livesBe socioculturally consciousHold affirming views about diversityUse appropriate instructional

strategiesAdvocate for all students

Differentiation +Plan-Do-Study-Act

Putting Support Systems into Place

Role Modeling

Differentiation strategies

World Language Document Repository

Intranet Pages

Online resources

Differentiation buddies

2008-2009 Challenges

Realizing staff were at varying points in DI journey

“Keeping the ball rolling”Becoming greener

Essential QuestionsHow can I model differentiation in

my professional development efforts here in Howard County and beyond?

How can I “walk the talk”?

What about…?

The birth of the Dare to Differentiate wiki

Dare to Differentiate Wiki today

Technology widens choices for adult learners

Based on participants’ varied• readiness levels• interests• learning preferences

For PD delivery models:• in person• remote• synchronous• asynchronous

Choice + ExpectationsFollow-up possibilities:• share at department meeting• submit a product for the WL DR• submit a discussion posting on the wiki

Self Assessment & Reflection

Let’s take a tour

daretodifferentiate.wikispaces.com

Homepage

Discussion Page

Feedback page

Google Forms Table & Summary

Idea Sharing Page

Using technology for data collection

The option I chose for the February 26th Professional Development was

I appreciated having choices.

As a result of my work on November 24th and on February 26th, I have deepened my

knowledge about differentiated instruction.

I believe that my work in differentiation this year will

Ever-changing sets of learners drive changes in

wikiHCPSS MS and HS WL teachers

HCPSS K-12 School-based and Central Office staff

HCPSS Elementary & Secondary Curricular Programs

K-16 WL teachers across region and nation

District WL Supervisors from across nation

Leadership for Differentiation

DI Professional Development

Tools

Follow-up after presentations

Ripples of Influence

Wiki Members

Wiki Web Citings

Wiki Statistics- April 2009

Wiki Statistics- May 2009

International Wiki VisitorsApril-June 2009

USAArgentinaAustraliaCanadaGreat BritainGreeceGuamIndonesiaIran

KuwaitMexicoPakistanQatarSenegalThailandTunisiaUnited Arab

Emirates

Dare to Differentiate Presentation Participants

Plus: Alaska, Hawaii, Bermuda, Ontario, Germany, Japan, and Russia

Tomlinson’s Non-Negotiables of Differentiation

Supportive learning environmentContinuous assessmentHigh-quality curriculumRespectful tasksFlexible grouping

Supportive learning environment & Flexible

groupingHigh expectations, continuity, and accountability Opportunities to collaborate- in person and virtuallySupport systemChoice

Continuous Assessment

Collect data about learnersUse technology to collect feedbackSelf-assessment and reflective

practiceConsultation with tech

professionalsContinuity and follow-up

High Quality CurriculumIn a variety of mediaHigh expectations and continuity

communicate valueDeepening understandings paired

with applicationEasily accessible

Respectful tasks

Attending to adult learner needs

Providing choicesDifferentiating PD

experiencesAllowing for learning

profile and readiness differences

My insights1. Synchronous and asynchronous and

in-person and remote professional development all can be effective.

2. Learners appreciate choices.3. Technology tools can be used to

“bridge the gap” between levels of experience, geography, learning preferences, and time limitations.

The journey continues…

All images unless otherwise indicated taken from Microsoft Clipart Gallery

http://office.microsoft.com/en-us/clipart/default.aspx