A Bakers Dozen Indicators of Quality Differentiation: A ... · PDF fileCopyright Carol Tomlinson 2010 13 Sample RAFT Strips Role Audience Format Topic Semicolon Middle School Diary

Copyright Carol Tomlinson 2010 1

A Bakers Dozen Indicators of Quality Differentiation:

A Deeper Look

Carol Ann TomlinsonCharlottesville, VA

Marcia Imbeau

Fayetteville, AR

Judy Rex

Scottsdale, AZ

ASCD

San Antonio, TX

March 3-5, 2010

1. To help you strengthen your framework for thinking

about ―defensible differentiation‖

2. To guide you in analyzing differentiation—in print and

in action—to explore how the key principles of

differentiation play out and interact.

3. To provide opportunity for you to ask questions and

get answers about differentiation as a philosophy &

a practice in your school.

3. To extend your capacity to support

others in academically responsive

classroom practice.


•A key goal of the three days is to help you think more deeply about the

set of principles & practices that are the core of differentiated instruction.

•Principle-based presentation:

Enables practitioners to think at a more advanced/abstract level

about their work

•Examples:

From varied grade-levels

From many subjects/disciplines

Examples at varying degrees of complexity

•Learning & Expression of Learning

Hear, See, Share

Differentiated Discussion Prompts

Varied Participant Groupings

•Specialized sessions

Beginning the Journey

Marcia & Judy

Leadership segments

What is Differentiation?(Making Sure We’re on the Same

Page…)


SHHHH/SHARE…

Write a

definition of

differentiation

you feel

clarifies its

key intent,

elements,

and principles.

Explain to a new

teacher what

differentiation is

in terms of what

a teacher would be

doing in the

classroom

—and why. Your

definition

should create an

image of

differentiation

in action in a real

setting.

Develop a

metaphor,

analogy, or

visual symbol

that you think

represents and

clarifies what‘s

important to

understand

about

differentiation.

1. Pick a column

2. Write or think silently

3. Be ready to share when time is called

Sternberg’s Three Intelligences

Analytical Practical

Creative


At its most basic level,

differentiating instruction

means ―shaking up‖ what

goes on in the classroom

so that students have

multiple options for

taking in information,

making sense of ideas,

and expressing

what they learn.


Differentiation as “Universal Design”

• At the beginning of the planning process, the teacher asks, “What supports and adaptations should I build into the lesson to address learning needs of particular students that will likely help others as well?”

It‟s teaching so that “typical” students; students with disabilities;

students who are gifted; and students from a range of cultural, ethnic, and language groups can

learn together, well.

Based on Peterson, J., & Hitte, M. (2003). Inclusive teaching: Creating effective schools for all learners.

Boston: Allyn & Bacon, p. xix.


It‟s making sure each student learns what he or she should learn by

establishing clear goals, assessing persistently to see where each student

is relative to the goals, and adjusting instruction based on

assessment information—

so that each student can learn as much as possible as efficiently as possible.

Differentiation is planning for the

unpredictability of a classroom.


Before Differentiation….

In the Box

After Differentiation…

In the

Box

On the Box

Under the Box

To

the

side

of

the

box



Differentiation

Is a teacher‟s response to learner‟s needs

Shaped by mindset & guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning

Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence

Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Quality Curriculum Bldg. Community

Interest Learning Profile

A Model For Thinking about Differentiation

The flow chart is a concept map:

•Shows key elements in the concept of differentiation

•And their relationship with one another

It also shapes the organization of the three day PDI

& should shape professional development &

evaluation of progress in schools implementing

differentiation

It is a compass for fidelity to the

concept of differentiation.


Think about it……..

•How do these definitions

mesh with practice in your

classroom or school?

•What would need to change

in your classroom or school

for these definitions to be

―lived out‖ ?

•What misconceptions

about differentiation do

these definitions address/not address?

1 Quality DI

Requires a “growth” or “fluid” mindset.


Please Complete the Task with the Color that Best Fits Your Role

Specialists in special ed., reading, ELL

Teachers who have taught low-end classes

Teachers who have taught high end classes/clusters

General ed. Teachers/prospective teachers, & administrators

University faculty/administrators

RAFT:ROLE AUDIENCE FORMAT TOPIC

Discouraged

Math Student

Teacher Note Left on Her

Desk

Here‘s why I can‘t

do math

New Teacher A Colleague True Confession When I see that

low level class

coming…

A Smart Kid Himself Droodles This class is too

hard…

A Kid with David

Letterman Genes

Audience of other

Kids

Top Ten List How you can tell

who the smart

kids (or dumb

kids) are in

school

Professor Student Teachers Chart Watch out for

those subliminal

messages about

ability

EQ: How do perceptions of ability affect teaching and learning?


R.A.F.T.

Role

Audience

Format

Topic

RAFT:

ROLE AUDIENCE FORMAT TOPIC


Sample RAFT StripsRole Audience Format Topic

SemicolonMiddle School Diary Entry I Wish You Really Understood

Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines

Who We Are

Huck Finn Tom Sawyer Note hidden in a tree

knot

A Few Things You Should

Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up ―Ransom‖

Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of

Virginia

Full page newspaper

ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the

Family

A word problem Students in your

class

Set of directions How to Get to Know Me

Lan

gu

ag

e A

rts

Sci

ence

His

tory

Math

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

Sample RAFT StripsRole Audience Format Topic

Gingerbread ManOur Class Oral Response I never should have listened

to the fox

Squanto Other Native

Americans

Pictographs I can help the inept settlers

Band Member Other Band

Members

Demo Tape Here‘s how it goes

Positive Numbers Negative Numbers Dating Ad Opposites Attract

Rational Numbers Irrational Numbers Song Must you go on forever?

Decimals Fractions Poem Don‘t you get my point?

Perimeter Area Diary Entry How your shape affects me

Monet Van Gogh Letter I wish you‘d shed more light

on the subject!

Joan of Arc Self Soliloquy To recant, or not to recant;

that is the question

Tree Urban Sprawl Editorial My life is worth saving

Thoreau Public of his day Letter to the

Editor

Why I moved to the pond

Young Chromosome Experienced

Chromosome

Children‘s Book What becomes of us in

mitosis?

First Grader Kindergartner Ad What‘s best about 1st grade?


RAFT Strips, cont‘dRole Audience Format Topic

Hal (Henry V, Part

1)

Self Diary Entry My friend Falstaff-past,

present, future

Magnet First Graders Letter Here‘s what I‘m attracted

to…

Transparency Slide Show Personal Ad Spruce up your presentation

LBJ Viet Nam Vet Apology Letter What was I thinking…

Computer Fifth Graders Flow Chart Turning data into a graph

with EXCEL

P Waves S Waves Dear John Letter Why we have to stop seeing

each other

Carbon Atom Hydrogen Atom Personal Ad Atom seeking atom

A Variable in an

Equation

Real Numbers Ad for the Circus What is my value in the

balancing act?

Return Key Middle Schoolers Captain Kirk‘s

Bulletin to his crew

When to beam to another

paragraph

Conductor The Band Mime How to play this style of

music

Basic Multiplication

Fact

Basic Division Fact Invitation to a

family reunion

Here‘s how we‘re related

•Success comes from being

smart

• Genetics, environment

determine what we can do

•Some kids are smart—some

aren‘t

•Teachers can‘t override

students‘ profiles

•Success comes from effort

•With hard work, most students

can do most things

•Teachers can override students‘

profiles

•A key role of the teacher is to set

high goals, provide high support,

ensure student focus—to find

the thing that makes school

work for a student


Evidence that Schools areFixed Mindset Organizations

Evidence that Schools areFluid Mindset Organizations

See How Much Evidence for Each Column You can Generate in 3 Minutes


Note key attributes of Captain Sullenberger‘s

thinking during the time he was

making decisions about the problem

he encountered and was acting on

those decisions.

What do you find to be the most compelling

thing he has to say? Why does it

strike you as the most important?

How would you characterize him as a pilot based

on this interview segment?

What does any of this have to do with teaching?

Host: We entered all of the flight data into a computer

(speed, location, landing distance, etc.)

Sir, the computer said you couldn‘t land the

plane successfully.

Captain Sullenberger: Then I‘m glad a

computer wasn‘t flying the plane.


Mindset

Who

Where

What

HowCoverage vs.Whatever it

Takes

Shapes Student Self-Perception

Builds or Erodes

Group Trust

I teach what I believe you

can learn

TALK ABOUT IT…

How does teacher

Mindset impact

who, where, what, &

how we teach?

What are the

implications

of mindset for

differentiation??


Question:Is a flexible mindset a precursor

for differentiating instruction

or

Is it a goal for professional development

related to differentiation?

What are the implications of your answer?

2 Quality DI

Begins with student-teacher connections.


Think of the three teachers

who had the most impact on

your life. To what degree did

those teachers connect with

you? Why were the connections

important or unimportant to you?

Were there academic implications?

Affective implications?

Please jot down your thoughts

about the questions.

Develop a written scenario

in which a teacher

is highly successful In

bringing about academic

success in a very broad

range of his/her

students—and does so

without knowing the

students in a significant

way and without

connecting with the

students on a personal

level. What does that

look like? How does it

work?

• I’d like to be able to say that our job is just to get the kids to learn new things, think better, and be “smarter.”

• But in the bigger picture, learning is about what we at The Met call “the three R’s”--relationships, relevance, and rigor.

• You cannot have a relationship with or make things relevant for or expect rigor from a kid you don’t know.

The BIG Picture by Dennis Littky, ASCD, p. 39


Connecting with Kids

Talk at the door

Early interest assessments

Small group instruction

Dialogue journals

Student conferences

Open room days

Ask for student input

Invite examples, analogies,

experiences

Seek input on class

Use Socratic or student-led

discussions

Share your own stories

Listen

Seek varied perspectives

Share own interests,

questions, plans

Start class with kid talk

Go to student events

Watch before & after

school, at lunch

Keep student data cards

Take notes during class

Attend extracurricular

activities

How do teachers learn to

care about students?

How do students know

teachers care?


Learner Cards

Jamala Fisher

3

Front

Rdg Level Sch.Affil

+321 – 123- + -

Int

Soccer

Mysteries

Video Games

LP S/P

Q/N ELL

V/A/K

G/S

A/P/C

P/W

BackNanci Smith ‗03

3 Quality DI

Grows to community as teachers gain

knowledge of students & connect them

with one another.


Listening

Responding

WorkingProblem Solving

Celebrating

How Community Evolves over Time

Because my teacher treats me with respect,

I feel a sense of dignity in this place.

Because my teacher treats every one of us with respect,

We are respectful of one another.

Because my teacher sees our possibilities,

I am beginning to see them too.

Because my teacher says sweat makes winners,

We‘re learning to sweat.

Because my teacher works hard for me,

I want to work hard for her.

Because my teacher won‘t settle for less than our best,

We aim high more often.

Because my teacher says we are responsible for one another,

We help one another succeed.

Because my teacher helps us see ourselves through her eyes,

We see hope in ourselves.

Because my teacher is a great coach,

We are a great team.

How We Came to Be…Us


Building Community

Building Community


•Establishes the framework for a responsive classroom

Each student‘s need for a ―next step‖

Responsibility for own growth

―We‘ve got your back‖ mentality

Competition against self (vs. others)

Fair as each student getting what he/she needs to succeed

Working like colleagues

•Begins with teacher mindset

•Extends to student belief in one another

•Supports the belief that we win or lose together

•Ensures security/safety necessary for academic growth

•Enables students to work as a team

•Provides the teacher with ―teammates‖ too

1. Share a time when “connections” in school made

a positive difference to you or someone you care

about.

2. Share a time when as an educator you missed

the opportunity to connect” and regretted it.

3. Explain or show what you think “connections”

in school means and how it relates to community.

4. Provide a specific list of ways in which educators

can make connections and build community.

THINK-PAIR-SHARE


Movie Time

In this High School Class:

What is the teacher‘s mindset? Why do you say so?

To what degree do you think this teacher connects with her

students? On what evidence do you base your conclusion?

How do you think mindset and decisions about connections

Interact?

What role do you believe connecting with students plays in

this classroom? What‘s your evidence for your conclusion?

What do you think would change in this class if your answer

were the opposite of what you said? Why do you think so?

4 Quality DI

Is rooted in quality curriculum.


What do you think is the relationship between quality of curriculum and student outcomes

where you work?

Student

Success

Curriculum

Student

Buy-In

To Talk About…


Planet MI TaskV/L

Write a story

about your

planet

L/M

Make a

chart that

compares

your planet

to Earth

M/R

Make up a

song about

your planet

B/K

Make up or

adapt a

game about

your planet

(Saturn ring-

toss, etc.)

Beware of Twinky DI

As you watch:

Think about the relationship between

quality of curriculum and quality

of learning.

Compare outcomes for students jn this

class to those in a more ―typical‖

class we‘d be likely to see in school.

To what degree is this class ―working‖ for

the kids? Why do you say so?

What would be your guess about the

success level of these students on a

year-end test? What about their buy-

in for school?


QUALITY CURRICULUM:

THE SHORT VERSION

Engagement + Understanding = Success

The business of schools is to produce work that

engages students, that is so compelling that students

persist when they experience difficulties, and that is

so challenging that students have a sense of

accomplishment, of satisfaction--indeed, of delight--

when they successfully accomplish the tasks assigned.

Inventing Better Schools, Schlechty


However we conceive it, every lesson plan should be, at its plan at its heart,

motivational plan. Young learners are motivated and engaged by a variety of

conditions. Among those are:

novelty

cultural significance

personal relevance or passion

emotional connection

product focus

choice

the potential to make a contribution or

link with something greater than self

Tomlinson • 2003 • Fulfilling The Promise...

Teachers Must Distinguish

Between:

Enduring

Understandings

Important to Know and Do

Worth Being Familiar With

Wiggins & McTighe


Planning a Focused Curriculum Means Clarity About What Students

Should …KNOW

– Facts

– Vocabulary

– Definitions• UNDERSTAND– Principles/

generalizations

– Big ideas of the discipline

• BE ABLE TO DO–Processes

–Skills

Reminder…•Knows – Facts, names, dates, places, information

– The original inhabitants of the Americas migrated from Asia into North America over the Bering land bridge.– The multiplication tables

•Understands -- Essential truths that give meaning to the topic; Ideas that transfer across situations; can be phrased, “Students should understand THAT…”

–People migrate in order to meet basic needs.–Multiplication is another way to do addition.

•Dos -- Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production); usually verb phrases.

–Trace and explain the migratory path of the original Americans–Use multiplication to solve story problems–Work collaboratively in a group to complete an assigned task.


non-negotiables of differentiation

Mindset

on-going assessment (pre-assessment, formative, summative)

flexible grouping

respectful tasks

readiness, interest, learning profile

teaching up

Know-Understand-Do (KUD)

instructional strategies for differentiation

Differentiation is a philosophy (more than a set of strategies) designed to

maximize the capacity of each learner.

Mindset shapes teaching and learning.

Teacher connection with kids opens them up to the risk of learning.

Community multiplies support for students & the teacher.

On-going assessment guides quality differentiation.

The quality of what we teach contributes to the impact of how we

teach-- & vice versa.

Clarity of learning goals (KUDs)

Engagement & understanding

Differentiation professionalizes teachers.

Reflect on your philosophy and practice.

Analyze & critique differentiated tasks using key principles & vocabulary

Define differentiation

Determine next steps in implementing differentiation in your work

Classify the following as a K, U, D, affective goal--or a

combination (if a combination, tell us what elements are

reflected in the combination)

• Reflecting on one’s own thinking

• Change is an inevitable part of life

• Panini painted in St. Peter’s Cathedral in the second half of the 18th century

• Planning tasks for success

• Ovid

• Write in complete sentences

• Powerful writing shows more than it tells

• Jurassic Period

• Determine latitude and longitude

• Myths evolved to give order and patterns to reality

• Developing a viable plan to address preservation of a historical site

• Dinosaurs became extinct about 65 million years ago

• Interpreting a poem to reflect the author’s intent

• A balanced diet contributes to optimal health

• Myths have been handed down for generations

• Categorizing objects

• Recognize root words in derivatives

• The Trojan War

• Design an efficient container for a specified object

• Structure and Function

• People resist change

• Write a well-defined persuasive argument

• Some dinosaurs used bony spikes for protection

• Explaining

• Writing a series of contemporary myths to demonstrate knowledge of myths, and key themes in contemporary society

• Being aware of one’s reading patterns

• Realize value in studying history

• Planets are part of a system

• Ra

• The early Egyptians saw dignity in everything and thus had a large array of gods

• Applying knowledge of fractions to solve a word problem

• Multiply fractions

• Language is a mirror of the culture that speaks it


Knowledge:

Elements of a story (p, s, c, t)

Characterization

Point of View

Skills:

Writing a first person narrative

Finding power in own stories

Developing believable characters

Analysis of literature

Revising for power

Generate some K‘s, U‘s, & D‘s

for Gettin’ Through Thursday.

Use the chart two slides over as

an organizer, but make it

bigger on your paper.

Work in groups of 2-3.

Post some of your favorite examples.


What are some possible

understandings in Getting’ through Thursday?

•Resilience causes individuals to find possibility in the midst of

difficulty.

•Resilience feeds creativity and courage.

•Imagination fuels hope.

•Our lives are shaped by subtle but powerful models.

•Money is only one kind of wealth.

•Our minds give us the capacity to shape our worlds.

•Love lifts the prospects of those who are loved.

•It‘s important not to confuse the edge of your rut with the horizon.

•Authors tell their own stories.

•Readers find themselves in good stories.

KNOW(facts, names, dates, places, lists)

UNDERSTAND(I want my students tounderstand that….)

BE ABLE TO DO(verb phrase, begins w/ a verb, not a whole activity

GENERATING KUDs


TOPIC: Ratcheting Understandings

FOR: People already comfortable with generating understandings

WHEN: While others in the group are developing understandings

on Gettin’ Through Thursday

WHERE: Up Front (bring a chair if you aren‘t keen about sitting

on the floor).

BRING: Your handout packet, pen/pencil, paper

Level 1 Generalizations

Use: affect, influence, impact, is, are, have

Flat, evident, low potential to extend thinking

Example: Economic depression affects a nation.

Level 2 Generalizations

Answer: So what?

Show the significance or effect that‘s hiding in a Level 1 Generalization

Example: Economic depression leads to decreases in

production and consumption.

Level 3 Generalization

Probe for deeper significance or impact behind a Level 2 Generalization

Answer: How?

Example: Decrease in production and consumption can alter the

balance of trade among nations.

Based on the work of Lynn Erickson


No students should have to settle for Level 1

Generalizations.

All students should work at least with Level 2

Generalizations.

More advanced students may be challenged

by exploring Level 3 Generalizations

Level OneLeaders influence a community.

How?

Level TwoLeaders explain community issues and share perspectives.

So What?

Level ThreeBy clarifying issues and sharing perspectives, leaders can

unify people to accomplish goals.


Level 1 (Affect, Influence, Impact, Is, Are, Have)

Level 2 (So What? What‘s significant about Level 1?)

Level 3 (How does Level 2 work? Or How?

First generate a couple of understandings about the book.

Check them out with someone to be sure they are understandings.

Then ratchet the understandings to Level 2 or 3.

Concept: Resilience

•Resilience causes individuals to find possibility in the midst of

difficulty.

•Resilience feeds creativity and courage.

Concept: Choice

The human mind makes choices that are shaped by and shape

an individual‘s perspectives about life.

Imagination allows us to choose hope over defeat.


Creating common learning goals

We have to know where we want all students to end up before we can think intelligently about how we want them to get there!

The teacher may vary the KNOWS & DOs

with caution and based on evidence

that a student needs to learn backwards

as well as forward to catch up—or that a

student needs to move ahead in order

to keep learning.

The UNDERSTANDS are the constant fulcrum

on which effective differentiation pivots

for all students.


Stage 1 - Desired Results

Performance Tasks

Other Evidence:Stage 2 - Assessment Evidence

Other Evidence:Stage 3 - Learning Plan

Other Evidence

Key Criteria

Established Goals/ Content Standards

Understandings Essential Questions

Knowledge Skill

Differentiation in UbD

Answers the Essential Question:When is it important to differentiate in the UbDframework?

Stage 1 - Desired Results

Performance Tasks

Other Evidence:Stage 2 - Assessment Evidence

Other Evidence:Stage 3 - Learning Plan

Other Evidence

Key Criteria

Established Goals/ Content Standards

Understandings Essential Questions

Knowledge Skill

Differentiation in UbD

BIG IDEAS

Skills, Knowledge

Evidence

Tasks, Practice

CRITERIA


New World Explorers

KNOW

• Names of New World Explorers

• Key events of contribution

UNDERSTAND

• Exploration involves– risk

– costs and benefits

– success and failure

Do• Use resource materials to illustrate

& support ideas

New World Explorers

Using a teacher-provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.

Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles


They create clear learning goals

Allow us to align goals, assessments, teaching,

and learning tasks

They allow us to incorporate standards AND make

meaning for students

They give us a basis for differentiation.

Who needs which K‘s & D‘s

How do we ensure that every student gets

meaningful access to the U‘s

They tell us what strugglers should invest in

They give us a platform for extending for advanced

students

A Planning Guide for

Differentiating Curriculum & Instruction

(The UbD/DI Connection)

Define Summative Assessments

Based on pre-assessment data, differentiate the unit plans for readiness, interest, and learning profile-- & continue to adjust plans based on on-going assessment data

Pre-assess, based on K U D, for readiness—

also for interest, & learning profile

Identify what students should Know, Understand,

& Be Able to Do (KUD) at the end of the unit

Administer Summative

Assessments

Develop a unit plan to ensure student proficiency w/ essential knowledge, understanding, and skill

Co

nn

ect

ing

wit

h S

tud

en

ts

Cre

ati

ng

a P

osi

tiv

e L

ea

rnin

g E

nv

iro

nm

en

t



A Deeper Look


Marcia Imbeau

Fayetteville, AR

Judy Rex

Scottsdale, AZ

ASCD

Orlando, FL

March 11-13, 2009

DAY 2

5 Quality DI

Is guided by on-going assessment (for

planning and feedback—not grades).


High School Government

Mr. Reicher and his colleagues have worked hard over the last few

years to develop concepts and principles that guide their work and

that of their students in the social studies department.

They have carefully developed tasks at different levels of difficulty and

with different support systems around the concepts and principles to

ensure that all students have the opportunity to work with important

ideas and to come away from the classes with a real understanding of

how the content makes sense in their lives and in the larger world.

The school has “collapsed” the tracks in the high school so that in grades

9 and 10 there are only college prep classes and in grades 11 and 12 there

are only college prep and AP classes—so the availability of varied teacher

supports and tasks at varied challenge levels is critical.

The teachers have also worked hard and successfully to help students

understand and contribute to their differentiated classrooms and to create

positive environments in the classrooms.

In the classrooms, you will now routinely see students selecting from tasks that

differ in complexity but all have a clear focus on the same essential KUDs.

WHAT CAN BE ASSESSED?

Skills

Concepts/Principles

READINESS INTEREST LEARNING

PROFILE

Content

Knowledge

• Current

Interests

• Potential

Interests

• Talents/Passions

• Areas of Strength

and Weakness

• Learning

Preferences

• Self Awareness


On-going Assessment:

A Diagnostic Continuum

Pre-assessment

(Finding Out)

Formative Assessment

(Keeping Track & Checking-Up)

Summative Assessment

(Making sure)

Feedback and Goal Setting

Pre-test

Graphing for Greatness

Inventory

KWL

Checklist

Observation

Self-evaluation

Questioning

Small group check Exit Cards

Peer evaluation Portfolio Check

3-minute pause Quiz

Observation Journal Entry

Talk-around Self-evaluation

Questioning Windshield Check

Unit Test

Performance Task

Product/Exhibit

Demonstration

Portfolio Review

Remember to check for prerequisite skills

…at the article on

assessment.

Note areas in the

progression that are

strong for you--& areas

with room for growth.

Jot down reactions,

questions, and points

you‘d like to discuss.

Please read silently for

about ten minutes.

You‘ll have time to talk

with colleagues after

the silent reading

time.


Newer Teachers Veteran Teachers Administrators

Which of the steps in the author’s progression do you feel you were prepared to implement when you entered teaching & which are newer ideas to you. What encourages you to try these ideas? What discourages you from trying them?

In what ways has your journey toward understanding and implementing rich assessment practices been like the author’s? In what ways has it been different? What would you add to, eliminate from, or modify in the article based on your experience?

If you were to do a walkthrough in your school, which of the author’s conclusions would be common? Which would be rare? What might you do to enhance “informative assessment” in your building or district?

Share by Role

Please find one or two

others whose roles are like

yours and discuss the

prompt in the column that

matches your role.

University Faculty

What is the modelof assessmentyour preserviceteachers most often experience in college? What messages does that model give them about the role of assessment in classrooms? How well does that prepare them for their future roles?


MATH INVENTORY

NAME DATE

1. How do you feel about math?

2. Do you think you are good in math? Why?

3. What are your best areas in math?

4. What are your weakest areas in math?

5. Do you think it is important to be good in math? Why?

6. What do you think are characteristics of students who are good in math? Why?

7. What do you do when you come to a math problem you can‘t solve?

8. How do you use math outside of class?

9. What do you usually do after school when you get home?

10. Do you most like to do when you have free time? Why?

11. What else should I know about you to teach you effectively this year?

What Sorts of Responses MightStudents Give for this Assessment ?

How Might you Use the Information toEnhance Learning?

1. I can’t do math because nobody inmy family is good with math.

2. Math is always easy for me. I justknow how to do problems when Iread them?

3. What I like to do in my spare timeis play sports and listen to music.

4. What I do when I get home is takecare of my brother and sister, andstart dinner until my mother getshome from work.

Think About the Example


Jo Gusman (2005), Practical Strategies for Accelerating the Literacy Skills & Content Learning of Your English Language Learners. New Horizons

Childhood Present Ten Years from Now

It’s clear that the student has difficulty following directions and that her spelling and writing are far below grade level.

The student talks about liking childhood summers because there he could use his imagination. He and his friends built things and put on plays. Now his teachers assign summer reading and his mom makes him do it.

The student has a great way with words and a keen sense of humor, and obviously enjoys using itto entertain the class. He casts himself as someone teachers don’t much care for.

The student writes a couple of sentences about how quiet it is at home since his dad left and how much he wants to make good grades to make his dad proud.

The student says he doesn’t plan that far in advance. There’s no point in it.

The student says she will be a cartoonist or a comic book illustrator because she draws really well, is lousy in school, and won’t have to go to college to be an artist. She names several artists who didn’t graduate from high school or college.

Teacher Responses to these Student Answers

Pick 2 or 3 to discuss.


At My Best…Thinking about your strengths and best features, please answer the following:

1. A positive thing people say about me is:

2. When I’m feeling great at school, it’s probably because:

3. A dream I have for myself is:

4. A thing I like spending time on is:

5. Something that captures my imagination is:

6. The best thing about my family is:

7. My strength as a learner is:

8. What I can contribute to the classroom is:

9. A thing I wish people knew about me is:

10. I’m proud of:

Strength-Based Assessments

Typical Assessment Info.

• Average IQ

• Average reading achievement

• Above average math computation

• Missed 10 days of school this quarter

• 2 in-school suspensions this quarter

Strength-Based Assessment

• Likes mechanical things

• Reads magazines about motorcycles

• Wants to learn more about computers

• Seen as a big brother to neighborhood kids

• Wants to travel some day

• Likes to talk about ideas

Based on idea from Sousa & Bender (2008). How the Brain Influences Behavior: Management Strategies for Every Classroom. Thousand Oaks, CA: Corwin.


Benefits of “typical” assessment data Benefits of strength-based assessment data

Think About the Example


Directions: Complete the chart to show what you know about ________.

Write as much as you can.

DefinitionInformation

Examples Non-

Examples

Fractions

Useful for pre-assessment & formative assessment of readiness in many grades & subjects

EXIT CARDS

On your exit card---

Explain the difference

between simile and

metaphor. Give some

examples of each as

part of your explanation.

on-going assessment of readiness


EXIT CARDS - Learning Preferences

We used the following

learning strategies in this

lesson:

3 minute pause

T-P-S

Visualizing

What learning strategy or

strategies seemed to work best

for you? Why?

on-going assessment of learning profile

1-2-3 Summarizer

After reading over my rough draft---

1 thing I really like about my first draft

2 resources I can use to help improve

my draft.

3 revisions I can make to improve

my draft.

on-going assessment of to help student

self-awareness and planning


High School Unit on

The Agricultural Revolution

•Major Emphasis to Lay

Groundwork for Rest of Year

•Reading, Lecture, Videos,

Journal Entries, Homework,

etc.

•Three Weeks into the Unit…

“So…what’s agriculture?”

Hilda Taba


“Differentiation is making sure that the right students get the right

learning tasks at the right time. Once you have a sense of what each

student holds as „given‟ or „known‟ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”

Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

Lorna M. Earl

Corwin Press, Inc. – 2003 – pp. 86-87

It’s about guiding students, not judging them.

It’s about informing instruction, not filling grade books.

It’s about before, during, & after—not just after.

It’s about teaching for success—not gotcha teaching.


Work with a group of 3 to develop three ways to express

the role of assessment in differentiation.

You may work collaboratively or in parallel fashion to

develop your 3 expressions.

Please be ready to share your 3 expressions with

another group.

Heterogeneous Learning Profile Group

6 Quality DI

Ensures respectful tasks (based on

essential understandings, equally engaging,

require high level thought).


Movie Time….

In Chad’s Classroom, Look For:

Evidence of the impacts of ability grouping ortracking over time

Ways in which Chad’s planning is trying to establish respectful tasksThink about his wordsCurriculumInstructionGrouping

What feedback would you give him (both positiveand suggestions)?

What do you think about Chad’s mindset?

A magazine about animals in general and “pets” in particular.

Published by Mrs. Watkins’ 2nd graders.

Every student creates

a pet page with words

and pictures about a pet

-- they have,

-- used to have,

-- would love to have.

Pages have both common and

specialized parts, based on student

interest and readiness in reading,

writing and research.

Every student selects

at least 2 of the

following:

-- an ad for a pet product

-- a funny story about a pet

-- a graph that compares pets in

some way

-- pet trivia

-- great pet photos with captions

-- a review of a movie or video

about a pet

-- drawings or paintings of pets

-- a cartoon about pets


The Teacher (Managing Editor)

Assigns Each Student One Of The Following:

-- Guidelines for caring for one kind of pet

-- Reminders about how pets help people and people

help pets

-- Hints about training a kind of pet

-- An article about animals that make bad pets and why

-- An article about ”unusual” pets people have in other countries.

-- An article about how pets help people with handicaps

-- An article about families that train seeing-eye puppies

-- An interview with a vet about his/her job and training

-- Book hints for good reading about pets

-- Original poems about pets

-- An article about common health problems of pets and how to avoid them

-- A true story about a pet who was a hero

-- A list of common phrases and sayings about animals that are pets

The Teacher (Managing Editor)

Assigns Each Student One Of The Following: (continued)

-- An article about pets in sports

-- A chart that tells kinds of pets and numbers of pets

in the class, school, town and state

-- An article about a local pet shelter and the people

who work there

-- An article about pets of adults in the school

-- A design for the perfect pet and an explanation of why it’s perfect in every way

-- An original song (or score) about a pet

-- An article sketch, or Venn diagram that shows how a pet’s body is similar

to and different from a 2nd grader’s

-- A chart of famous people, their pets, and something interesting about their

time together.

-- An editorial about pets


With Guidance From The ―Managing Editor,‖

Students Work At Various Times On:

Title of the magazine and cover design

Common elements for the in-common pieces

Developing a rubric for good writing

Helping others think of ideas

Editing for accuracy

Editing for quality

―Marketing‖ and distribution

Developing new ideas for contents

Organization and layout

Laminating and binding the magazine

Getting reviews from readers

Students Are Guided In:

-- doing research

-- conducting interviews

-- developing good titles

-- writing at the computer

-- adding detail to their writing

-- setting goals for their work

-- evaluating their work


At various times, resource people come in to provide

information and guidance -- for example:

-- a photographer

-- a vet

-- an author

-- a cartoonistA major focus of the magazine is to help

students understand:

• interdependence between pets and people

• the relationship between an animal and its

environment

• comparison and contrast between various

pets, and between pets and people

• responsibility of people toward pets

• how other living things make people‘s lives

betterAn editor


A Deeper Look


Marcia Imbeau

Fayetteville, AR

Judy Rex

Scottsdale, AZ

ASCD

San Antonio, TX

March 11-13, 2009

Day 3


Part 1—Analysis of Differentiation in Action

Part 2—Strategies for DI

Part 3/4—Management or Leadership

Part 4—Together



Part 2—Strategies for Differentiation

Judy—Bowie A—Elementary

Marcia—Bowie—Secondary

Carol—Both—Tiering, High End

Part 3/4—

Judy—Managing DI/Elementary—Bowie A

Marcia—Managing DI/Secondary—Bowie B

Carol—Leadership for DI--Lonestar


Part 4—All Together—Lonestar—Wrap-Up



Analyzing Differentiation

Task: Analyze an example of differentiated instruction using specific criteria

Goals: To review non-negotiables of DI in context

To see how the elements come together (big picture of DI)

To reflect on your own practice or the practice of people whom you lead

Options:Based on interest by

grade level


Secondary Math (video)----Judy---Bowie A

Elementary Social Studies (video)---Marcia---Bowie B

Primary Social Studies (video), Secondary Social Studies

(lesson plan)---Carol—Lone Star

Please take a few minutes to review the

―Look Fors‖ criteria at the back of your packet.

Work quietly for a couple of minutes to review the contents of

the Look Fors and note questions or insights as you do.

Discuss your thoughts with a colleague or two.

What thoughts or questions

can you share with the group?

What uses might you make of

this matrix in your

work?


Secondary Math (video)----Judy---Bowie A

Elementary Social Studies (video)---Marcia---Bowie B

Primary Social Studies (video), Secondary Social Studies

(lesson plan)---Carol—Lone Star


Dateline: Industrial RevolutionUnit Based on Dateline: Troy by Paul Fleischman







Part 2—Strategies for Differentiation

Judy—Bowie A—Elementary

Marcia—Bowie—Secondary

Carol—Both—Tiering, High End


10 Quality DI

Addresses student readiness, interest,

and learning profile.

(Tiering)

What‟s the Point?

Readiness

Growth

InterestLearning Profile

Motivation Efficiency


Tiered Tasks

Tiering:A readiness-based approach designed to help all learners work with the same

essential information, ideas, and skills—but at a degree of difficulty “just a little too hard” for that learner.

Criteria for Effective Tiering:• All tasks focused on the same essential knowledge, understanding, and skill

• All tasks at a high level of thinking

• All tasks equally engaging

Many Approaches Can Be Tiered:*Activities *Homework

*Labs *Tests/Assessments

*Centers *Products

*Journal prompts *Discussions/Questions

*Learning Contracts *ETC.

Tomlinson „03

Certain motivational states interfere with learning. Two

adverse conditions are especially dangerous:

anxiety and boredom

Anxiety occurs primarily when teachers expect too much

from students; boredom occurs when teachers expect too

little. When curricular expectations are out of sync with

students’ abilities, not only does motivation decrease, but

also achievement.

Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen


When challenges and skills are in balance, the activity becomes its own reward.

Talented Teenagers by Csikszentimihalyi, Rathunde and Whalen

Zone of Proximal Development

Lev Vygotsky, 1978


BRAIN RESEARCHReticular Activating System

RAS = “Toggle Switch”

HIGH MIDDLE LOW

Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)

Limbic aroused Cortical arousal Sleep (depression)

Flight / Fight Problem Solving Relaxation

Out of Control In Control Off Duty

Carbohydrates Proteins Carbohydrates/Dairy

Burnout Achievement Depression

Extreme Challenge Moderate Challenge No Challenge

Only one of these three states is activated (aroused) at a time:

―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

Impact of Stress on Learning Performance

Teaching With The Brain in Mind by Eric Jensen • p. 57

Optimal Learning

Underperformance Underperformance

Sleep • Apathy • Concern • Relaxed Alertness • Anxiety • Distress • Chaos

Lower Stress Levels Higher


What Zone Am I In?

Too Easy

• I get it right away…

• I already know how…

• This is a cinch…

• I‘m sure to make an A…

• I‘m coasting…

• I feel relaxed…

• I‘m bored…

• No big effort necessary…

On Target

• I know some things…

• I have to think…

• I have to work…

• I have to persist…

• I hit some walls…

• I‘m on my toes…

• I have to re-group…

• I feel challenged…

• Effort leads to

success…

Too Hard

• I don‘t know where to

start…

• I can‘t figure it out…

• I‘m spinning my wheels…

• I‘m missing key skills…

• I feel frustrated…

• I feel angry

• This makes no sense…

• Effort doesn‘t pay off…

THIS is the place to be… THIS is the achievement zone…

The “Equalizer”1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined Problems Fuzzy Problems

8. Less Independence Greater Independence

9. Slower Quicker


Simple to Spectacular:

How to Take One Basic Recipe to Four Levels of

Sophistication

Grilled Shrimp

Grilled shrimp with thyme and lemon

1

1

5

3

4

2

5

2

3

4

Grilled shrimp and

zucchini on rosemary

skewers

Grilled shrimp with apple

ketchup

Thai-style grilled shrimp on lemongrass skewers

Grilled shrimp balls with cucumber and yogurt


Elementary Physical Education

SKILL: Dribbling and basketball

• 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)

1

ZIGZAG –

• One hand

• Other hand

• Increased speed

• Change pattern to simulate

going around opponents

2

In and out of pylons as fast as possible

• Change hand

• Increase speed

Dribble with one hand – and a partner playing defense.

• Increase speed and use other hand

• Trade roles

Through pylons, alternating hands, & partner playing defense

• Increase speed

• Trade roles

3

4

5

The “Equalizer”1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined Problems Fuzzy Problems

8. Less Independence Greater Independence

9. Slower Quicker


Reading Homework Coupon

Name:

Date:

Please ask your child to tell you

the story in the book he or she brought

home today by looking at the pictures.


Name:

Date:

Please echo read the book your

child brought home. (Echo reading

means you read a line, then your child

reads or echoes the same line.)

Ask your child to show you some

words in the story he or she recognizes.


Name:

Date:

Ask your child to read with

expression as if he or she were reading

to entertain someone,

Ask your child to give you several

reasons why he or she likes (or dislikes)

the book.

Have your child tell you what

feelings the character in the book has.

Ask for evidence from the book.


Name:

Date:

Ask your child to read with a

different voice for each character

After the reading, ask how your

child decided on how his/her voice could

help you know the various characters

better.

Ask your child to tell you which

character would be most fun to spend

time with. Ask for reasons for his/her

choice.

Adapted from Managing A Diverse Classroom by Carol Cummings - by Tomlinson ‘02

Know:

Part/Whole

Elements of a story

---plot

---setting

---characters

---conflict

Understand:

Authors use tools to develop images and ideas.

Careful use of seemingly unimportant details add up

to big ideas.

Do: Analyze a story to see how parts unite to make a greater

whole

Tomlinson ‘02

Story Parts & Wholes


STORY MAP

Title:_______________________________

Setting:

Characters: ___________ ___________

___________ ___________

___________ ___________

Problem:

Event 1______________________________

Event 2_____________________________

Event 3_____________________________

Event 4_____________________________

Event 5_____________________________

Solution:

DETAILS

+___________________________

=

Main

Idea



Counting/Math Center

Task 1 Find a way to count and show

how many people are in our class

today.

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.

Grade K

Counting (Skill)

As a result of this lesson,

students should:

Know:

Counting

More/Less

Understand:

I can talk about how I am

thinking.

I can make a plan to help me

count things.

Be Able to:

Count

Show results

Explain a plan for counting


Justin‘s Group of Coins Sarah‘s Group of Coins

www.exemplars.com

Piggy Bank

Justin and Sarah‘s mom looked at the group of coins. She told Justin and

Sarah that if they could make each group total the same amount, she

would match that amount for their piggy bank. Show Justin and Sarah

how to arrange their coins in 2 equal groups. Explain your thinking.

Taking a lesson, or task you already have and

differentiating according to need is a easy way

to begin the process. Ask yourself: what is

concept/principle that is guiding this lesson?



www.exemplars.com

Alternate Versions of the Task:

More Accessible Version

More Challenging Version

Each task will still

result in the student

explaining the

strategy used to

solve this problem


Whatever the level, the reasoning behind the solution

can determine understanding and application:

Novice Understanding

www.exemplars.com

Expert Understanding

A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week.

B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.

Upper Elementary Math


A. A classmate had to leave the room today just as the lab experiment was beginning to come to a conclusion. Please write that student a note explaining what happened in the lab, why it happened, and what practical use there is in the real world for what the experiment shows us. You’re his/her only hope for clarity! Be as much help as possible.

B. Select a key or critical element in the experiment today. Change it in some way. What will happen in the experiment with that change? Why? What principle can you infer? Be sure you go for something useful, insightful, and intellectually or scientifically meaningful at your choice.

Middle School Science

A. You are a relatively wealthy white male in the month of the 2004 presidential election. Who will you vote for and why (if you are typical of that group)? Now, who will you vote for if you are typical representative of the following groups (and why):

-a relatively wealthy Hispanic female

-a poor Hispanic male, 26

-a poor white female, 30

-a middle class African American male, 50

-a middle class, elderly, white male, 80

-another category of your choice

B. You are in a town meeting the month of the 2004 presidential election. The group of six talking together comes from varied age groups, regions, ethnic groups, jobs and socioeconomic status. Each is typical of a category of voters. Create the group. In both written and graphic form, indicate who they will vote for, why, and how they are likely to feel about their choice 4 years later.

High School Government


Part 3/4—

Judy—Managing DI/Elementary—Bowie A

Marcia—Managing DI/Secondary—Bowie B

Carol—Leadership for DI--Lonestar


Leadership forDifferentiated

Schools & Classrooms:

Carol Ann Tomlinson, Ed.D.William Clay Parrish, Jr. Professor

University of Virginia<[email protected]>


In General

•Teachers cover content (we do not teach individuals).

•The content is highly prescribed.

•There is too much of it for the time available.

•The end game is success for everyone on the same test.

administered at the same time, under the same circumstances.

•Teachers perceive sanctions are great for failing to get students to

the end game.

•Student variance is inconvenient at best and irrelevant at worst in

the race to coverage.

•In some ways, the need to deliver all students as a package is

comfortable to teachers.

•It allows us to retain (and intensify) familiar habits of instruction that is:

teacher-centered

low-level

text-focused

orderly & predictable

It is important to say that change is a possible

task: ―Schools, classrooms, and school

systems can and do improve. The factors

facilitating improvement are neither so exotic,

unusual or expensive that they are beyond

the grasp of…ordinary schools.‖

Clark, Lotto & Astuto in Michael Fullan (2001),

The New Meaning of Educational Change (3rd Edition),

pp. 59-66.


Conway Elementary School St. Louis, MO

•Principal as visionary,

•The change process was intensive, but orderly and

progressed more or less according to plan,

•Same staff developer for 6 years & continuing,

•High involvement of principal in classrooms,

•Professional development focused in the classroom,

•Modeled differentiation,

•Developed a strong professional learning community,

•Distributed leadership,

•Changed beliefs and practice,

•Encouraging news from a discouraging event.

Colchester High School Colchester, VT

•Principal as visionary,

•The change process was intensive, non-linear, inductive,

•Same in-house guide for staff development for six

years & continuing,

•High involvement of principal in classrooms,

•Professional development focused at department and

classroom levels—inquiry based,

•Modeled differentiation,

•Built a strong professional learning community,

•Distributed leadership,

•Changed beliefs and practices,

•Encouraging news from a difficult event.


A simple average of the percent of students who met the

state standards during the three pre-differentiation years

in comparison with the first three years of the

differentiation initiative show:

•communication arts pass rates moving from 61% to 69%,

•science from 71% to 76%, math from 64% to 79%,

•and social studies from 59% to 83%.

The state scores were not only lower during the six years,

but they also remained relatively static.

1998 1999 2000 2001 2002 2003

Percent of Students with

Reading scores < 65

34% 41% 38% 19% 18% 24%


Language Scores < 65

40% 56% 52% 31% 39% 34%


Math scores < 65

43% 58% 52% 31% 35% 34%


Reading Scores > 65

66% 59% 62% 81% 82% 76%


Language Scores > 65

60% 44% 48% 69% 61% 65%


Math scores > 65

57% 42% 48% 69% 65% 66%

NOTE: Conway uses 65% as its point of comparison, not 50%

Pre-Differentiation Post Differentiation

GR 5 TerraNova

Scores at Conway


1998 1999 2000 2001 2002 2003

Levels

4 & 5

Conway

4th

grade

math

56% 64% 71% 83% 77% 79%

Levels

4 & 5

State

4th grade

math32% 35% 37% 37% 38% 38%

Levels

4 & 5

Conway

3rd

grade

science

71% 63% 80% 71% 73% 84%

Levels

4 & 5

State

3rd

grade

science

39% 35% 45% 45% 48% 48%

Percent of Students at Conway and in the State Achieving at the

Advanced and Proficient Levels on the Missouri Assessment Program

(MAP), 1998-2003

Pre-Differentiation Post-Differentiation

Level 5

Conway

4th

Grade

Math

17% 16% 15% 24% 34% 24%

Level 5

State

4th

Grade

Math

5% 6% 8% 8% 8% 7%

Level 5

Conway

3rd

Grade

Science

15% 7% 23% 27% 27% 41%

Level 5

State

3rd

Grade

Science

6% 4% 10% 10% 9% 10%

Percent of Students at Conway and in the State Achieving at the

Advanced Level on the Missouri Assessment Program (MAP), 1998-2003.

Pre-Differentiation Post Differentiation


In 2003, Conway Elementary

was named a Gold Star School of

Excellence by the Missouri Department of

Elementary and Secondary Education

in recognition of their high test scores,

professional development initiatives, programming,

and parent involvement.

Their test scores continue to rise.

Teacher, student, and parent

satisfaction is high.

College attendance increased from 68% in 1999 to 74% in 2006.

The number of Advanced Placement Sections increased from

6 in 1999 to 13 in 2006.

(The number of students achieving ―Honors‖ status on the NSRE

exams between 1999 and 2006 have risen in every subject

tested—often dramatically (for example: from 17% to

29% of students achieving honors status in writing

conventions, from 19% to 46% in math skills,

from 15 to 25% in math concepts,

and from 8% to 15% in math problem solving).

Disciplinary interventions dropped by 42% between 2000 and 2006.

Expulsions declined from 7 in 2001 to 1 in 2006.

The dropout rate decreased from 6.9% in 1999 to 1.03 %

over five years.

Named a Distinguished School by State of Vermont

Qualitative measures document significant

improvement in school climate for teachers.


Reading Understanding 53% 63%

Reading Analysis/Interp. 51% 78%

Writing Effectiveness 58% 82%

Writing Conventions 82% 85%

Math Skills 33% 68%

Math Concepts 44% 52%

Math Problem Solving 25% 54%

Standardized Test 1999 2006

3 minute pause

Talk in groups of 3-5 to:

• Discuss the outcomes forColchester & Conway

• Specify outcomes youwould accept as evidenceof success in your schoolor district

• Pose clarifying questions


Big Idea

of Differentiation:

What must be in place for

defensible differentiation?

Why do the principles

matter?


CommunityCommunity

• Teacher-Student Connections

• Safe Environment

• Shared Partnership

Curriculum

• Essential KUDs

• Engagement

• Teaching Up

Instruction

• Addressing R, I, LP

• Flexible Grouping

• Multiple Strategies

• Flexible Management

Assessment•Pre-assessment•On-going Assessment to Inform Instruction

•3-P Grading

D

I

F

F

E

R

E

N

T

I

A

T

I

O

N

―First order‖ change is incremental, can occur in small steps, and

does not require a dramatic departure from the way things are.

Second-order change necessitates a dramatic departure from the

status quo.

School leaders tend to approach all change as though it

were first order change and thus to approach it in an almost

casual way--and a little at a time.

It is likely that underestimating the complexity of major change

leads to the downfall of many change initiatives

While second-order change predicts greater complexity and more

problems than first order change, it is also generally predictive of

greater gain because more is being attempted.


Such leaders are propelled by a vision

They ask themselves and others:•What is school about?

•What do we believe in?

•Why do we do what we do the way we do it?

•How are we unique?

•What do we want to become?

•What role might each of us play in becoming something better

They are the driving force behind the change.

They are respectful of the people whom

ask to change.

They build community.

They ensure ―distributed leadership.‖

They ―pace‖ the change—not too fast, not too slow.

They provide both pressure & support.

They know an absence of tension suggests an

absence of progress.

They understand the initiative well—its theory,

research, & practice.

They plan for the long term.

They focus—no ―Christmas tree‖ schools.

They provide hope when it‘s needed.

They are celebrants when it‘s appropriate.

They are both directive and flexible.

They consistently monitor the change

process & its impacts.


They clarify the vision-keep it in the forefront of all

that

goes on in school.

They model differentiation for the faculty.

They operate in a way that is consistent with their

beliefs.

They are courageous—not content to manage a

school—

They envision a better way to do school.

Such professional development support helps people answer:

Why is the change needed?

What will it mean for us and for our students when the

change comes about?

Is what we‘re being asked to do possible?

Can we see it in practice?

How will we develop the skills necessary to enact the change?

Such professional development is sustained.

It requires an environment safe for change & risk-taking.

caring climate

respect for diverse viewpoints

easy to get help

varied ways to learn and grown

clear feedback

It requires a strong staff developer who

knows the change initiative.

It happens largely in the classroom.


It builds and nurtures a professional community of learners.

Shared knowledge

Shared inquiry

Non-defensive self-examination of practice

Deals with hard questions (including grouping/tracking)

Diminishes ―private practice teaching‖

Problem solving

Recognition of one another‘s successes

It provides clarity of focus

Needs of students

Understandings, knowledge, & skills of teachers

necessary to meet those needs

Quality of learning environment

Quality of curriculum

Quality of instruction

Quality & uses of assessment

Fidelity to the model

It models differentiation

It is rooted in the classroom—includes coaching

It includes components for parents

“Gatekeeper” Skills of Responsive Teaching

Reflecting on StudentsUsing Effective

Instructional Approaches

Developing Clarity About Curriculum

Managing for Flexibility


Reflecting on Students

• What do I want to know about my students as individuals? As a group?

• What do I already know?

• How well do they read? Write?

• How well do they understand when they listen?

• What‟s hardest for them in school?

• How do they feel about their peers?

• How do their peers feel about them?

• How does their culture affect their learning?

• How does gender affect them?

• What do they already know about what I plan to teach?

• What are their dreams? What are their interests?

• How do they work best?

• What kind of adult support do they have outside of school?

• What experiences do they have that enable them to relate to what we study?

• What attitudes do they have about learning? About school?

Tomlinson, ‗03

1

Clarity about Curriculum

• What is this topic really about?• Why does it matter to study?• What makes it connects to the lives of learners?• What would experts say is the essence of the topic?• How does the topic help students understand the discipline better?• How does the topic make sense to experts?• What should students know, understand, and be able to do as a

result of each lesson and the unit as a whole?• What questions are essential to ask about the topic?• What are the key concepts that give the topic meaning?• What is the “genius” of the topic?• What do experts do with these ideas? What kinds of problems do

they solve?• What is the potential of this topic to show students connections?• What is the potential of this topic to help students understand

themselves and their world?• What will engage the minds and hearts of the students?

Tomlinson, ‗03

2


Managing for Flexibility

• How can I use time more flexibly?• How can I use space more flexibly?• How can I use materials more flexibly?• How do I help students understand and appreciate the varied needs

they represent?• Where do I find time to meet with small groups?• How do I craft tasks that provide adequate challenge, engagement, and

structure for individuals and small groups?• How do I give multiple sets of directions?• How do I help students move efficiently in the classroom?• How do we practice class routines to help students become

independent?• How can I make students my partners in operating our classroom?• How and when can I coach individuals?• What record-keeping systems clarify goals and progress for me and my

students?• How do I establish and maintain appropriate levels of sound and

movement in the classroom?

Tomlinson, ‗03

3

Using Effective Instructional Approaches

• In what ways might I honor student interests? • What options do I have when I share ideas with students?• What options do I have when I craft tasks for students?• In what ways might I honor students‟ varied preferences for

learning?• How can I encourage a wide range of complex thinking?• What modes of expression might I offer students?• What modes of expression might I teach students?• How can I support student proficiency with reading? Writing?• How can I point the way to increasing quality in student work?• Which instructional approaches best serve the goals of this

lesson/unit?• How do I ensure that the approaches I select serve my

students well?• What choices in learning might I offer my students?

Tomlinson, ‗03

4


Second order change is complex, messy, uncertain,

labor-intensive, and long-term.

When a leader asks colleagues to undertake such

change, it is the leader‘s obligation to determine

whether the proposed change is ―working‖

―working‖ and to make subsequent

plans accordingly.

Part 4—All Together—Lonestar—

Wrap-Up


www.caroltomlinson.com pdfs of the sessions will be at this site beginning by

Tuesday and will remain there for about two weeks.

www.differentiationcentral.com an emerging website with information on

differentiation

13 Quality DI

Professionalizes teachers (leads toward

expertise).

http://www.caroltomlinson.com/

http://www.differentiationcentral.com/


Teacher as teller/Teacher as telling

Student as absorber

Curriculum as coverage • facts/information

Kids as dependent and incapable

Lessons/activities as relatively low level/drill

Pedagogy as teacher performance

Assessment as

• at the end • seeing who got it

• loosely linked to goals • objective

Control as synonym for management

Fair as treating everyone alike

Grades as

• norms • objective • separating sheep and goats

Tomlinson • 00

TEACHER

Students

Control

Telling

Practice/Drill

Judging

Comply, Attend, Retain

The Elements of Teaching Before the Change


Some Implications of Deep Structure Beliefs about Teaching

Belief Impl. For Environment

Impl. For Curriculum

Impl. ForInstruction

Impl. For Assessment

Teaching is

Telling

Students are

passive

Class is teacher-

centered

Fact-oriented

Low emphasis on

meaning-making

Emphasis on

teaching vs.

learning

Low-level,

single right answer

assessments

Learning is

Giving Back

Low on

collaboration &

problem solving

Shallow, low-

level, concrete

content

Drill, skill, data

orientation

No need for

authentic

assessment

Students are

Largely

Dependent

Little emphasis on

community of

learners

No trust of

independent

work, thought,

ownership

Open-endedness,

student choice,

student not seen

as viable

Perceive that

students can’t do

authentic/perf.

assessments

Management

is about

Control

Emphasis on

compliance

Little opportunity

for student sense-

making

Group work ,

small group

instruction, varied

tasks too risky

Assessment of

learning vs. for or

as learning

Fair Means

Treating

Everyone

Alike

Student

differences largely

irrelevant

Connecting

content w/

individuals not

necessary

Not acceptable to

vary materials,

pace, support,

environment, etc.

One-size fits all

assessments

necessary

Tomlinson 07

TEACHER

STUDENT

Making Meaning

Facilitating Learning

Charting a Course

Leading for Success

Curriculum

Instruction

Assessment

Management

The Elements of Teaching After the Change


Owning Student Success

Cre

atin

g a

P

ositive

E

nviro

nm

en

t

Stu

dyin

g S

tu

de

nts

Connecting with Students

Documents

A Bakers Dozen Indicators of Quality Differentiation: A ... · PDF fileCopyright Carol Tomlinson 2010 13 Sample RAFT Strips Role Audience Format Topic Semicolon Middle School Diary