Curriculum Differentiation · advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom. Differentiating

Burns and Purcell, 20021

What is it?Why do it?

How do you do it?

Jeanne H. Purcell, Ph.D.Connecticut State Department of Education

[email protected] .usEdited and revised by Francine Lamonica

Curriculum Differentiation:

A Quick Quiz True or False

•  Student learning differences are real. •  “Fair” means treating all kids alike. •  Intelligence is fixed. •  Students don’t learn what the teacher

doesn’t directly oversee. •  Before we differentiate, we must diagnose

student readiness, interest, and learning profile.

•  Every student deserves to make continuous progress.

What do you know about curriculum differentiation?

What concerns or fears do you have regarding differentiation?

What would you like to learn more about?

List 10-15 words or phrases that, in your mind, are linked to this term.

Differentiation is synonymous with good teaching.

Differentiation is not a curriculum. It is a way of thinking about teaching and learning.

RATIONAL FOR WHY WE ARE HERE TODAY“If a school is to establish classrooms in which regular classroomteachers effectively address needs of academically diverse learners,intensive and sustained staff development will be required. Teachersneed assistance in developing a rationale for differentiatedinstruction, help and support in unlearning entrenched patterns ofwhole-class instruction which assume that all students need to learnthe same information in the same way at the same time and over thesame duration, and ongoing support as they develop new ways to thinkabout their students and instruction.”“There is a need for concrete assistance in enacting differentiation.We need somebody to sit down with us regularly and show us ways todo this with our own [grade-level curriculum]…it makes no sense at alluntil you start using it. We need somebody who can work with us in ourclassrooms on differentiation…we need accessible on-site leadership.

Tomlinson, Carol Ann. Deciding to DifferentiateInstuction inMiddle School: One School’s Journey. Gifted Child Quarterly, V39, No. 2(Spring 1995)

DIFFERENTIATION

Curriculum: Content/Process/Product Student: Readiness/Interest/Learning Style

A differentiated classroom will have a combination of teacher

directed, teacher selected activities, and learner centered, learner selected activities; whole

class instruction, small group instruction, and individual

instruction.

A Working Definition of Differentiation

Differentiation has come to mean “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness

and interest of academically diverse students.”

Tomlinson, Carol Ann. The Differentiated Classroom

When Differentiating Instruction, The Three Most Important Questions to Continually Ask

Yourself... What do I want may students to

know, understand, and be able to do?

What will I do instructionally to get my students to learn this?

How will my students show

what they know?

Why Differentiate? •  Most students, even those

involved in special programming, spend the vast majority of their time in regular classrooms.

Starko, Alane J. Meeting the Needs of the Gifted Throughout the School Day: Techniques for Curriculum Compacting

•  Students vary in readiness, interest, and learning profile.

Tomlinson, Carol Ann. The Differentiated Classroom

Readiness is a student’s entry point relative to a particular understanding or skill. To help a student to grow, we must begin where the child is. Some children, particularly those who have had early learning opportunities, begin school with well-developed skills and considerable understanding of various topics; other students arrive as true beginners and need basic instruction and additional practice.

Interest refers to a child’s affinity, curiosity, or passion for a particular topic or skill. The advantage to grouping by interest is that it allows students to attach what they have been learning in class to things that they already find relevant and interesting and appealing in their own lives.

Learning profile has to do with how students learn. Some are visual learners, auditory learners, or kinesthetic learners. Students vary in the amount of time they need to master a skill or learn a concept. How students learn can be shaped by:

environment social organization physical circumstances emotional climate psychological factors

Carol Ann Tomlinson/ Diane Heacox

What goals are we trying to achieve through differentiation?

•  Increased academic learning •  Increased confidence in

learning •  Enhanced intrinsic motivation

for learning •  Self-directed learning

behaviors


Why does it work? •  Differentiation increases the match

between where the student is and what they are to learn. –  Zone of Proximal Development Vygotsky (1962) –  Varying levels of scaffolding –  Varying degrees of challenge –  Varying degrees of autonomy – Optimal learning


Research supports differentiation

•  We think, learn, and create in different ways.

•  Intelligence is fluid, it is not fixed and therefore can be amplified.

•  Learning is more natural.


What Gets Differentiated? The teacher can modify content,

process, or product.

CONTENT is what we want students to: - know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills)

Content is differentiated (a) when you preassess students’ skill and

knowledge, then match learners with appropriate activities according to readiness;

(b) when you give students choices about topics to explore in greater depth;

(c) when you provide students with basic and advanced resources that match their current levels of understanding.

Diane Heacox, Differentiating Instruction in the Regular Classroom

Differentiating Content - multiple textbooks and supplementary print materials - varied videos and computer programs - learning contracts - interest centers - support systems

audio tapes study partners and reading buddies mentors

- compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project

PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process also calls on students to use key skills that are integral to the unit. When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks.

Carol Ann Tomlinson

Differentiating Process - tiered assignments - learning centers - interactive journals and learning logs - graphic organizers

Carol Ann Tomlinson

PRODUCTS are the way students show what they have learned or extend what they have learned. They can be differentiated along a continuum:

- simple to complex - less independent to more independent - clearly defined problems to fuzzy problems

Carol Ann Tomlinson

Suggestions for DevelopingSuccessful Product Assignments

• Product assignments should cause students to rethink, apply, and expand on all the key concepts.• Products call for more thought and ingenuity when they are based on issues, concepts, or problems rather

than on topics.• Product assignments should necessitate and support creativity.• As much as possible, design the assignment so that it facilitates students’ using the knowledge, skills, and

working processes of a professional in the particular field to complete the product.• Stress planning. By using structures such as timelines, check-in dates, and process logs, ensure that

students actually use the entire block of time allotted to the product.• Encourage and support the use of varied forms of expression and varied technologies.• Whenever possible, design the product to be used and responded to by someone other than the teacher (and

even classmates).• Set a clear standard of high expectations.• Balance clear directions that support success with freedom of choice that supports individuality of interest and

learning profile.• Acknowledge varied readiness levels by developing “variations on a theme” - differentiated versions of a

product that are likely to challenge a full range of readiness levels.• Use evaluation by peers, self, and teacher during and at the end of a project to promote success.

Carol Ann Tomlinson Differentiating Instruction for Mixed-Abil ity Classrooms

As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible

but before we can begin to differentiate, we must come to know

our students.

Discovering what your students already know before beginning a unit of study can be accomplished through

the use of preassessments. The use of interest inventories and

multiple intelligence checklists provides important information about

students’ learning profile.

2

Preassessment:

• What are some preassessment options?• How does one select an appropriate preassessment

option?• How does one use preassessment data?• What are some of the practical realities associated with

preassessment?• Your questions….


3

Preassessment:A Definition

Preassessment is an instructional strategyteachers use to uncover what students know

about a curriculum unit before they begin formalinstruction.


4

STANDARDSContent Knowledge

THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM

PREASSESSMENTresults in modifications, if warranted, based

upon critical differences among students

TEACHING AND LEARNING ACTIVITIES

ON-GOING & POST ASSESSMENTBurns and Purcell, 2002


6

Preassessment Tool:A Modified K-W-L

What the studentALREADY KNOWS

What the studentNEEDS TO KNOW

What the student WANTS TO KNOW

K N W

-Prior Experiences-Knowledge-Skills-Accomplishments-Attitudes

-Self-rating of currentproficiency with unitobjectives-Teaching stylepreference

-Interests-Questions-Ideas for explorationor investigation


7Burns and Purcell, 2002


9

Preassessment Tool: JournalsAs it relates to a curriculum objective, ask students to:

•describe processes•give examples•provide reflections

Take theopportunity fora one-to-oneinterchangewith the student

Tell me whatyou know

aboutfractions.

What is thepurpose of a

hero in astory?



12

Preassessment Tool:Parent Letter

• Informs parents about unit skills,concepts, and types of unit activities

• Enlists parents’ help with resources,artifacts, community connections, etc.

• Asks for parents’ insights into theirchild’s interests, strengths, andexperiences

• Informs parents that you will be givingdifferentiated homework assignments


14

Preassessment Tool:Lists and Surveys

• “Tell me all the wordsthat come to mind when Isay “oceanography;”

• List the attributes ofFrench Impressionisticpaintings;

• Name several types ofland masses;

• Give examples of foodsthat contain high fats andsugars.



16

Preassessment Tool: Products• Create a bar graph using data from the

sports section of the newspaper• Make a landscape drawing with a

horizon• Show me your latest science lab report


17

Preassessment Tool:Performances or Conferences

• Explain how you found this answer• Import a graphic for the newspaper• Create a magic square• Use a calculator to solve an

equation• Read to me


18

Preassessment Tool:Concept Map

Word BankSun

Hot gasSpaceHeatNight

ConstellationDay

Star space

heat

hot gas

day

sun

nightconstellation

is in

see in

is a

has

makesmakes a

see at

-Used when teaching concepts and principles-Graphic representation of students’ understandings-Uses a word bank, web, and links




21

22

Selecting a Preassessment Tool

• Nature of the content?• Nature of the feedback: individual vs small

group vs whole group• Time/Efficiency?


23

Preassessment: When?• At the beginning of the year?• At the end of the year?• At the beginning of each semester?• At the beginning of a unit?



25

Average 22%Class Average 85%Class Average 63%30%75%45%Russell5%80%75%Matt

40%85%45%Kevin20%90%70%Tim40%95%55%Paul30%90%60%Zach25%90%65%Dakota15%55%40%Travis

20%90%70%Jessica15%90%75%Jessica40%85%45%Brittany0%85%85%Grace5%80%75%Tyler

20%90%70%Alaina

10%85%75%Paige30%70%40%Katherine10%85%75%Matt20%90%70%Christine30%80%50%Nick25%95%70%Allyson

25%90%65%Ashley% IncreasePost-AssessmentPre-AssessmentStudent Names

1½–2 wks. Burns and Purcell, 2002

28

Preassessment: Communicatingwith Students and Parents

Talking with Students• What is preassessment?• When will we do

preassessment?• What will a preassessment

look like?• What will it tell me?• Will my score “count?”• Should I tell my Mom and Dad?• What am I supposed to know?

Talking with Parents• What is preassessment?• When is preassessment used?• What does it reveal?• Who sees preassessment data?• How will students’ information

be used?• What will happen as a result of

preassessment?


26

29

20

9

25

17

4

4

8

4

17

21

4

+7950Katrina20+8363Daniel

+8363Kristen29+8354Chris

21

25

12

38

17

9

8

4

13

+8879Mckenzy42Tracey

+7954Ashley+6746Toni

+7154Jendayi+8863Alison

+6763Chrissy+8371Fran

+7571Cheryl+9658Michael

+8867Shelly+7154Sean

+7567Lindsay–5463Kevin

+7167Jen+7971Michael

+7558Adam+6763Subby

+4233Chuck+7158Dennis

PointDifference

2ndPretest

1stPretest

NamePointDifference

2nd

Pretest1st

PretestName

Math Pretest Chapter 2


29

What Do We Already Collect?

Burns and Purcell, 2002 Burns and Purcell, 2002

Flexible grouping is at the heart of differentiated

instruction

Flexible grouping: A Definition

Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random.

Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D

Why is flexible instructional grouping a hallmark of the differentiated classroom? •  It is a critical management strategy in

the differentiated classroom.

•  It allows a better instructional match between students’ needs and what you want students to know, understand, and be able to do.

•  It lets you tailor learning activities according to students’ needs and learning preferences, and, in the process, gives you time to provide additional instruction or extend learning experiences to particular students or groups.

Diame Heacox

Do I need to use flexible

groups?

•  If after analyzing preassessment data, no powerful differences exist among students, flexible grouping is not necessary.

•  Flexible grouping is necessary if, after analyzing preassessment data, significant differences exist among students with respect to: interests learning style preferences expression style preferences

prior knowledge/readiness to learn

•  In a flexibly grouped classroom, the teacher is trying to ensure that students work in many different grouping arrangements even over a relatively short period of time. Besides creating an optimal learning experience for all students, flexible grouping prevents the bluebird/buzzards phenomenon.

Carol Ann Tomlinson Jeanne Purcell

Designing Differentiated Learning Activities for Flexible Groups

•  Open-ended activities and assignments

•  Purposefully designed choices to accommodate learning or expression style differences

•  Purposefully designed tiered assignments

Purcell

Tiered Assignments are designed to maximize each student's growth by challenging students with learning experiences that are slightly above their current level of knowledge and performance.

Tomlinson

Designing a Tiered Assignment

A six step process

•  Identify the content •  Consider your students’ needs •  Create an activity •  Chart the complexity of the activity •  Create other versions of the activity •  Match one version of the task to each

student Tomlinson

When creating alternative activities for students, how do youincrease the breadth and depth of a lesson?

• To increase the breadth of a lesson,the teacher first provides a wholegroup introduction and whole groupinstruction. S/he might then launchsmall groups on alternative activities.The key here is to provide studentswith variety.– choice of resources– product options– alternative activities– varying goals– open-ended questions and

activities– choices based on learning style

preferences and interests

• To alter the depth of a lesson, theteacher provides a whole groupintroduction, whole group initialinstruction, and identifies studentdifferences based on priorknowledge, readiness to learn,learning rate, and ability. S/he willthen increase or decrease

abstraction extent of support sophistication complexity

of the goals, resources, activities,products. Tiered assignments lendthemselves to this type modification.


TTT: Things Take Time

•One subject area at a time

•One unit at a time

•One lesson at a time

•One student at a time

•One strategy at a time

•One teacher at a time

•One grade level at a time

• Start with material you already have then: – analyze the degree of challenge and variety in your current instructional plans. – modify, adapt, or design new approaches to instruction in response to your students’ needs, interests, and learning preferences. – work with others whenever possible to design differentiated instruction – share what you have developed with fellow teachers

Where do I begin?

•  Lesson introduction •  Initial teaching •  Locating or designing a pretest

format based on observed or anticipated differences

•  Pretesting •  Analysis of pretest results •  Decision making and planning •  Formation of flexible groups •  Differentiated teaching and

learning activities

Instructional Sequence in a Differentiated Classroom

NRC/CT, University of Connecticut, 1997

Recall a familiar learning task, lesson, or unit. Identify the ways that students differed during the course of this task, lesson. or unit. Which student difference was most powerful? How did you differentiate to accommodate the difference? How did this accommodation impact their learning?

An Example…


Some Student Differences: Think Back

•  _________________ •  _________________ •  _________________ •  _________________ •  _________________ •  _________________ •  _________________


30

Now It’s Your Turn…Identify a curriculum unit.Make sure it is one inwhich you have witnessedcritical differences amongstudents. Select one ormore components of thelesson/unit that lends itselfto differentiation anddevelop appropriatealternatives to the content,process, and/or product.


Our Learning Community We will teach, guide, and support

each other I see in these…endeavors the concept of the school as a community of learners; a place where all participants—teachers, principals, parents, and students—engage in learning and teaching. School is not a place for big people who are learned and for little people who are learners, for important people who do not need to learn and unimportant people who do. Instead, school is a place where students discover and adults rediscover the joys, the difficulties, and the satisfaction of learning (Barth, 1990, p. 43).

Barth, R. (1990). Improving schools from within. San Francisco: CA: Jossey-Bass.

•  What do you already know about differentiation? •  What do you already do with regard to differentiation? •  What additional changes would be called for in your classroom

to provide broader or richer differentiation? •  What do you want to learn about? •  What do you want to learn how to do? •  What will you do with what you learn? •  What are some benefits of differentiation to you (personally and

professionally) and to your students that might encourage you to invest time and effort in providing differentiated instruction?

•  What are some factors that might discourage your investment of time and effort in providing differentiated instruction?

•  What changes do you expect to see in instruction? Students?

JUMP-STARTING OUR THINKING

our needs assessment


Documents

Curriculum Differentiation · advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom. Differentiating