Dare to Be a Leader for Differentiation Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County

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  • Dare to Be a Leader for DifferentiationDeborah EspitiaCoordinator of World Languages & ESOLLeslie GrahnWorld Language Resource TeacherHoward County Public Schools, Marylanddespitia@hcpss.orglgrahn@hcpss.org

  • Workshop Choice Board

  • Session Outcomes Participants will:Revisit background knowledge of research and application of differentiation strategies.

    Examine examples of differentiation strategies.

    Explore leadership for differentiation, professional development, teacher support, and implementation.

    Plan for next steps for implementing differentiation.

  • Lets do a fuel gauge checkThink about your experience level with differentiation in terms of a fuel gauge.

    1/4 tank: in need of more fuel1/2 tank: enough to take short trips 3/4 tank: ready for a long journeyfull tank: enough fuel to share with others

  • Lets do a fuel gauge checkForm a small group of 4 with a variety of fuel levels.

    1/4 tank: in need of more fuel1/2 tank: enough to take short trips 3/4 tank: ready for a long journeyfull tank: enough fuel to share with others

  • Warm-up: Mixed readiness groupsCut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.

  • Your category ideasContentWhatProcessConsiderationsInterestsLearning EnvironProductLearning StylesStudentsStrategiesWhy?HowWho?

  • DIFFERENTIATION:What is it?

  • Differentiation based on research and writings of:

    Carol Ann TomlinsonProfessor of Educational LeadershipUniversity of Virginia

  • Differentiation Non-NegotiablesSupportive learning environmentContinuous assessmentHigh-quality curriculumRespectful tasksFlexible grouping

  • Differentiationis a teachers response to learners needsguided by general principles of differentiation, such asrespectfultasksongoingassessmentflexiblegroupingTeachers can differentiateaccording to studentsthrough a range of instructional and management strategies

  • Why Differentiate?

  • Why Use Differentiated Instruction?Enables teachers to provide learning opportunities for all students by offering varied learning experiences.Allows teachers to put research-based best practices into a meaningful context for learning.

  • Why Use Differentiated Instruction?Helps teachers to understand and use assessment as a critical tool to drive instruction.Encourages teachers to plan proactively for student-centered learning.

  • Why Use Differentiated Instruction? (Continued)Adds new instructional strategies to teachers toolboxes- introducing or reinforcing techniques to help teachers focus on essentials of curriculum.

    Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing.

    Meets curriculum requirements in a meaningful way for achieving students success.

  • How do I know how to DIFFERENTIATE?

  • Differentiation ConceptsStudent characteristicsReadinessInterestLearning Profile

  • Differentiation conceptsClassroom elements ContentProcessProductsLearning Environment/ AffectAssessment

  • ContentProcessProductEnvironmentAssessmentDifferentiation

  • ContentProcessProductEnvironmentAssessmentDifferentiation

  • ContentProcessProductEnvironmentAssessmentDifferentiation

  • ContentProcessProductEnvironmentAssessmentDifferentiation

  • ContentProcessProductEnvironmentAssessmentDifferentiation

  • What does differentiation look like in the classroom?

  • 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.

  • Differentiation Look Fors

  • Examples of Differentiation Strategies

    Learning CentersR.A.F.T. AssignmentsChoice BoardsTiered AssignmentsPre-assessmentWebQuestsFlexible GroupingAdjusting questionsCompactingIndependent study

  • Learning Centers:DI-nalysis RAFT Assignments

    Tiered AssignmentsChoice BoardsLearning Centers Classroom Scenarios=At each centerAnalyze the artifact(s).Respond to the discussion question(s).

  • Time for a break!

  • SUGAR RUSH!!!- Corners activityWhats your favorite dessert?

    Stand under the sign of the best category name for your favorite dessert.Break that group into groups of 4-5 and sit together at a table.

  • Expert Advice on Implementation of DI

  • 10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction1. Establish a need and articulate a vision.

    2. Establish common definitions and terms.

    3. Build understanding and support among stakeholders.

    4. Link differentiation and best practice.

    5.Focus district initiatives.

  • 10 Steps for Leaders to Consider When Moving Toward Differentiated Instruction6. Attend to competing mandates.

    7. Plan for leadership and support.

    8. Allocate financial resources.

    9. Look ahead to assessing progress.

    10. Plan for the long haul.

  • Differentiation FoldableWhat weve done so far with DIChallenges to implementing differentiationWhere I would like my district to go next with DI

  • Our World Language Programs DI JourneyHoward County Public Schools, Maryland

  • Our districts profile72 Schools- Total enrollment: 48,571

    39 - Elementary schools 01 - Pre-k to Grade 8 school 18 - Middle schools 12 - High schools 02 - Special schools

  • Our programs profile

    MS: French, Spanish, grades 7-8HS: French, Spanish 1-5 AP Chinese, German, Latin, Italian 1- 4/4 AP ASL, RussianOverall WL enrollment: 11,000

  • WHY DI for HCPSS?Shift in how MS students were placed in WLNeed to differentiate between regular and honors coursesEmphasis on knowing our learners

  • HCPSS Vision +Differentiation

  • Differentiation through the Lens of Cultural ProficiencyAssess cultureValue diversityManage the dynamics of differenceAdapt to diversityInstitutionalize cultural knowledge

  • Differentiation +Culturally Responsive TeachingUnderstand how learners construct knowledgeLearn about students livesBe socio-culturally consciousHold affirming views about diversityUse appropriate instructional strategiesAdvocate for all students

  • Plan-Do-Study-Act

  • Our WL Programs Journey with Differentiation

  • 2003Team did in-depth research over summer to create Guide for Differentiation of Honors Level CoursesPD Sessions on Classroom ElementsDifferentiated Assessment ChallengeITLs: Leadership for Differentiating Schools and Classrooms book studyITL Vision statements for Differentiation

  • 2004

    Focus on Knowing the Learner- Multiple Intelligences, Learning PreferencesEnvironment/AffectBrainstormed Strategies

  • 2005Developed draft of tiered activities by communication modes Introduced tiered assignmentsTeachers created tiered assignments in teamsMiddle School teachers given Instruction for All Students bookMS Presentation by Special Education and Gifted Education specialistsMS PD on WebQuests

  • 2006Dare to Differentiate- background info, learning centers, RAFT assignments, choice boards, flexible grouping, tiered assignmentsMS teachers given How To Differentiate Instruction in Mixed Ability Classrooms booksUploaded teacher-created products onto Document RepositoryPresentations by Special Education and Gifted Education specialistsSHOUT: SHowing off OUr Talents- sharing of implemented DI strategies (MS)Differentiation of Assessment- Photo Album Approach

  • 2007Get It Write!- incorporated differentiation strategiesThematic Thursday- Differentiated project ideasMS PD- Multiple Intelligences and Language Learning

  • Happy Surprise!HS WL department did portfolio review on implementing DI strategies over 2 years

  • Intentional DecisionsProvide collaborative opportunitiesProvide access to professional articles and research on DI Help teachers to see DI as powerful tool and not as an add-on

  • Intentional DecisionsApproach DI as a shift in philosophy, not as a one-shot dealEmphasize going slow to startPair DI with Reflective PracticeCelebrate and validate what we are already doing with DI

  • 2008 ChallengesBringing new staff up to speedMoving to application stageProvide time to create DI lessons and activitiesHow to incorporate DI into district curriculum

  • Plans for This School YearNovember 24 PD for High School WL teachers Differentiation and BeyondFebruary follow-upApril Countywide PD for all WL teachers: Washington, DC

  • Helping our teachers begin the journey

  • Progression of Support for HCPSS WL teachers with DIExplore research/strategiesAnalyze examplesCreate own products/lessons tailored to curriculum and studentsEncourage reflective practice- how? why? so what? based on what?

  • Progression of Support for HCPSS WL teachers with DI5. Share products on WL DR6. Provide access to resources through DR, wiki, CLC conference7. Create collaborative support system

  • Support for teachers with DIDifferentiation buddies

  • Support for teachers with DIResources on the DR

  • Support for teachers with DIWL Intranet Pages

  • Support for teachers with DIDare to Differentiate Wiki

  • Support for leaders with DIDare to Differentiate Wiki

  • Support for leaders with D