IGNITE 2016 Presentation - School of Education · IGNITE Conference 2016 Ben North School of Education, UNSW Australia Head Teacher of Teaching & Learning, ... Presentation Scope

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(c) Ben North, NSW DoE &UNSW [email protected] 1

[email protected] – © [email protected] – © 2016

Overcoming Obstacles to Differentiated Teaching Practice in Schools

IGNITE Conference 2016

Ben NorthSchool of Education, UNSW AustraliaHead Teacher of Teaching & Learning,

Engadine High SchoolNSW Department of Education and

[email protected]


Presentation Scope• Outline some of the pertinent issues that

relate to effective differentiated teaching practice in schools

• Provide opportunity for discussion and collaboration

• Assist you in identifying potential barriers and obstacles to differentiated teaching practice for gifted learners in your schools

• Suggest some strategies and approaches to addressing these barriers

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DISCUSSIONMake a group with teachers/leaders from different schools

• What barriers, obstacles, issues, or simple realities do you face in your current teaching context?

• How much of the ‘traditional’ industrial model of education still exists? What has changed? How can it change?

• What impact does this have on the ability of schools to meet the needs of gifted learners?


Differentiation - sounds easy?• Research shows that effective differentiation

requires:– Committed teachers– The recognition of individual difference and

diversity within the classroom– Continued, on-going professional development– An understanding of the particular needs of

student that require differentiated work, and why– School/system support through PL, resources,

access to mentors or examples

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Differentiation - in realityDespite decades of applied and empirical research into effective practice… differentiation:• Remains limited in some schools, areas,

and systems• Is sometimes restricted to individual

teachers • Often meets active/passive resistance

when introduced or encouraged as a priority pedagogical practice


NSW G&T Policy (2004)

• 6.3: School communities have a responsibility to provide a range of opportunities and to monitor and evaluate programs for their gifted and talented students

• 6.5: Teachers have a responsibility to select and implement a variety of teaching strategies for inclusion in programs for the range of gifted and talented students in their classes

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Australian Professional Standards for Teachers• Standard 1 – Proficient (1.5.2):

–Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of the students across the full range of abilities


ACARA Curriculum Documents• Gifted and Talented Students• Students who are gifted and talented have a right to

rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. Teachers can use the Australian Curriculum flexibly to meet the individual learning needs of gifted and talented students.Teachers can enrich student learning by providing students with opportunities to work with learning area content in more depth or breadth…

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Gifted students do better when...• Are engaged, interested, and stimulated

(and aren’t bored or anxious)• Are provided work that begins to challenge them

(and the challenge continues to build)• Are prepared for more difficult/challenging content in later

years of study

• Are supported in their learning

• Don’t feel a need to ‘dumb down’ to fit in

(Smith, 2015)


Gifted students –he 10% of potential

Talents –the 10% of performance

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Boredom and lack of challenge• Lack of academic challenge in earlier years…

– Students reported boredom, ease in completing school work, weak study skills/habits

• But in Year 12…– Higher workload (79%)– High levels of stress and anxiety (>40%)– Poor coping skills – Significant increase in academic difficulty– Academic underachievement – forced-choice

o(North, Smith, & Gross, 2015)


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How?

• Make modifications to entire units (for top classes)

• Make modifications to specific lessons or activities

• …to meet the learning needs of gifted students

• Intentional, purposeful modifications – in response to identified learning needs


The Maker Model of DifferentiationFour areas for differentiation

Altering one usually results in changes to the other three areas

Maker provides suggestions of how to change for gifted learners

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CONTENTWhy? What? AbstractnessComplexityExtracurricular topicsLives and livingRe-organisation for learningReal-life topicsSelf-selected content

PROCESSHow?Complex thinkingExpert methods/models of inquiryIndividual pursuitsInquiry-based learningOpen-ended experiencesFlexible pacingReflecting & debriefingSelf-selected processVariety

PRODUCTOutcomesAuthentic audiencesFeedback & evaluationStudent-selected productsTransformationsVariety

ENVIRONMENTWhere?AcceptingComplexFlexibleHigh-mobilityIndependentLearner-centredOpen - Flexible Groupings


The Solution?Differentiation

–Providing different learning activities to meet the learning needs of different groups of students

– Strongly supported in the research literature as an effective way of improving gifted student results (both short and long term) whilst avoiding underachievement and disengagement

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BARRIERS AND OBSTACLESHow to identify them, and suggestions on how

to overcome them


Barriers and obstacles• Provide friction and resistance to change

with differentiation • Can be created through misinformation,

lack of knowledge, ideological views, cultural beliefs or practices

• May not be malicious: some attitudes can be very well-intentioned

• Some relate to differentiation; others relate more generally to gifted education

• …others are merely reflections on the reality of teaching and education!

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DISCUSSIONWith those around you…

• Discuss some of the statements in the survey – (go to the link or use the handouts if you don’t have a device)

• Analyse these statements:– What beliefs or attitudes do they reflect?– What are the underlying causes of these statements?

• Which statements resonated with your school experience?

Have you completed the survey? Your answers will help to shape the priority and direction of this workshop. Go to tinyurl.com/IgniteDiffSurvey


Solutions• An analysis of your school’s context and ecology• Strong leadership• School support as a program/priority• A team of teachers working together• Professional development in differentiation• Professional development in gifted education, generally• Awareness of the need for differentiation• Mentoring from more experienced/knowledgeable staff• Resources – for PL, mentoring, support, release, planning• Sample units of study or lesson plans/resources• Small, achievable, realistic goals

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• WORKLOAD• DIFFICULTY• CONTENT & SYLLABUS REQUIREMENTS

• SUPPORT (or lack of)

• RESOURCES

• FAIRNESS & EQUALITY

• DEFINITIONS OF GIFTEDNESS

• ASSESSMENT & REPORTING

• WHAT PROBLEM?• COMPLACENCY• STUDENT PRESSURE

BARRIERS & OBSTACLES


TEACHER WORKLOAD• "I don't have time to prepare differentiated

lessons."

• "It's hard enough looking after students with learning difficulties who have real problems.“

• “We can’t individualise everything – it’s already too hard with learning styles and cultural backgrounds and English-language levels and learning difficulties and…”

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• The reality of 21st

century teaching!• Need to

recognise multiple competing demands on teacher time and pedagogical practice

• The thought of ‘planning three lessons for one class’ can be a strong deterrent

WORKLOAD


TEACHER WORKLOADSuggestions:• Stress that differentiation is not re-writing all units and all lessons

for several students• Set goals for modifications – one per class/subject per week to

start, build from there• Encourage collaboration where possible• Help teachers identify where they already differentiate – or

activities/tasks that are easily differentiated• Look for existing units/lesson ideas to adapt and use• Consider teacher release time as PL: writing, programming,

adapting, with differentiation principles in mind• Mainstream learning support to assist with learning difficulties

(e.g. SLSOs/Aides) – can reduce in-classroom workload/demand

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DIFFICULTY AND CHALLENGE• "I've never actually met a teacher who

actually differentiates properly. It's too hard."

• “All those models and diagrams – it’s too overwhelming and doesn’t fit a busy curriculum.”

• “You want me to change every single lesson because of a few kids? That’s impossible.”


• Differentiated teaching is HARD!

• Mastery of differentiation requires years of practice plus specialist study

• …but this can be overcome by starting small and with achievable goals

DIFFICULTY AND CHALLENGE

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DIFFICULTY AND CHALLENGESuggestions• PL on differentiation strategies and models

- Use Maker as a starting point- Add additional models as needed – Williams, Bloom,

SOLO, MI, Six Thinking Hats• ….plus follow-up & mentoring over an extended period• Consider a small team of teachers exploring differentiation

(same stage/class/year, or wider cross-section). Create a support network to share experiences

• Mentoring and leadership from more experienced teachers and differentiators can be invaluable

• Keep it simple at first – all of the models can be overwhelming, but they do provide choice/flexibility


CONTENT/SYLLABUS DEMANDS• “There’s just not enough time in the course/scope

& sequence/program to fit in anything extra!”

• “These big exams (NAPLAN or HSC or similar) make it impossible to get differentiation in – we have to provide preparation for all students.”

• "These kids don't need advanced work - they need the basics. Just look at their literacy and numeracy results."

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• A modern reality, sadly• Can be reflective of

teacher focus on content at the expense of skills - or the process of learning

• Need to recognise that disengagement and boredom now may lead to underachievement later

CONTENT/SYLLABUS DEMANDS


CONTENT/SYLLABUS DEMANDSSuggestions- Differentiation is required by the syllabus… too!- Formative assessment – use pre-testing to assess current

level of student mastery before the unit- Curriculum compacting – gifted students can learn at a

faster pace or rate: provide opportunity to reduce lower-order content to make time for differentiated activities (set for h/w, use independent work, flipped classroom, etc.)

- Cross-curricular tasks – where can time be saved by avoiding duplication across KLAs?

- Tiered instruction – a range of activities set at different levels, increasing complexity/difficulty

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SUPPORT (or lack thereof)• “I’ve tried differentiation, but I’m the only one in my

faculty/stage/school who seems to be interested.”

• "The boss* doesn't believe in/like/see the need for differentiation." (*boss = principal, deputy, head teacher/HT, assistant principal, co-ordinator... etc.)

• "But this study/article by <insert name> says that differentiation and ability grouping doesn't work/isn't fair/isn't equal... etc"


• Differentiation needs a CHAMPION– That can be you!– Helps to have a

senior executive on board, plus the support of school leaders at all levels

– …nonetheless, don’t let the lack of above stop you

SUPPORT (or lack there of)

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SUPPORT (or lack there of)Suggestions• Use the ‘dark arts of gifted education’ – do what it takes to

encourage active support for gifted/differentiation• Differentiation = engaging and challenging high potential

students = avoiding underachievement – higher marks and results (esp. at top end)

• Make it a visible part of your teaching – try to share activities/lessons you have designed and make the differentiation explicit to others

• Lead by your example – as best you can in your situation


RESOURCES• "We just don't have the resources at this

school to differentiate properly."

• “I’d like to do more differentiation, but I can’t get any PL approved as it’s not in the school’s plan or strategic directions.”

• “I can’t get around to help all students in the class as it is – you want me to spend more time with the kids who need the least amount of help?”

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RESOURCES• • May be quite

challenging• Need to do what we can

with what we have• Differentiation is much

cheaper than many other school programs or purchases

• …still requires support through time, funds, physical resources, PL costs, mentoring, etc…


RESOURCESSuggestions• Network and collaborate – find other gifted educators

- Shameless plug – GATSTA for NSW secondary teachers• A small textbook library can be inexpensive – source

through UNSW GERRIC/Bookshop and online• Use the NSW DoE G&T Policy resources + online files (still

there!)• Creative budgeting – can you find a place in your school’s

finances and resources for additional support?– RAM funds for DoE schools– Faculty or teaching program budgets– Make budget proposals early for the following year

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FAIRNESS/EQUALITY• "It's just not fair that gifted kids get different

work."

• "If we only give gifted kids the harder work, that means other students can't get high marks."

• "Why do the gifted kids get to do amazing excursions and awesome enrichment activities, and other kids are stuck in class doing worksheets and copying notes?"


• This can be a common attitude, and is (usually) well-intentioned

• Ideological, cultural, historic, personal beliefs at play

• Education as a zero-sum game?

FAIRNESS/EQUALITY

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FAIRNESS/EQUALITYSuggestions• Equity vs equality – recognising difference and diversity• We are seeking to meet the learning needs of all students

– Denying the needs of gifted students can underpin this• PL on the learning needs of gifted students can help• Disarm the ‘whatabout’ argument – it can be a way to

deflect from the issue at hand to another one• If differentiated tasks are more engaging and exciting than

‘regular’ tasks, isn’t that a reflection on the regular tasks?• Consider Passow’s Test of Differentiation


DEFINITIONS OF GIFTEDNESS• "We don't have any gifted kids at this school."

• "Most of our gifted kids aren't THAT gifted, so they don't need anything different."

• "All kids have gifts - all kids are gifted. All parents think their kid is ‘gifted’."

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DEFINITIONS OF GIFTEDNESS• Professional learning, professional learning, professional

learning… professional learning• Usually shows a need for additional understanding of state

policies of giftedness (e.g. Gagnéan definition)• Can be steeped in ideological/cultural/religious beliefs

Suggestions• See above – PL, PL, PL, and more PL• Help teachers recognise the need for differentiation by

analysing results/data/school context info• See giftedness as potential, talent as performance –

otherwise it becomes a self-fulfilling prophesy


ASSESSMENT & REPORTING• "How will we work out the school Dux prize

for presentation night if gifted kids do different work?"

• "But we can't assess fairly if we differentiate work?"

• "What about school reports? The school reporting program can't do different outcomes or report formats or marks….”

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ASSESSMENT & REPORTING• Best practice in differentiation suggest that differentiated assessment is

desirable, but this can be tricky• School assessment/reporting procedures can be an impediment

Suggestions• Differentiated assessment is possible – especially K-10• Differentiated reporting is also possible

– For both, consult your BOSLO or other contacts as BOSTES– Refer to the ACE manual

• Consider a mixed/multi-method means of determining major achievement awards, if assessment tasks differ

• Mix up formal/cohort assessment tasks with informal, differentiated tasks

• Review your assessment/reporting procedures and policies – minor changes can help facilitate differentiate (and placate concerns)


WHAT PROBLEM?• "Sure, we differentiate at this school. We have 'six thinking

hats'* posters in all classrooms" (*or Multiple Intelligences, or Williams, or PBL, or... etc)

• “I’ve done a staff development session /PL afternoon on differentiation, so I think I’ve got it covered.”

• “We already have a great pull-out/withdrawal program for 30mins every Friday afternoon for gifted students.”

• “We have ability-grouped or streamed classes already – that solves the problem”

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WHAT PROBLEM?• Awareness of issues – or lack thereof

– Insufficient PL, little/no exposure to gifted education in pre-service teacher education

– An ‘invisible issue’ – camouflaging, underachieving students

Suggestions- Staff professional learning on characteristics of gifted learners -

vital- Involve and engage parents- Move beyond class-based ability grouping – highly useful to

facilitate differentiation, but still requires differentiation withineach class structure!

- Enrichment/extension programs – are excellent, but need to be seen as part of the picture – VanTassel-Baska’s “7% Solution”


COMPLACENCY• “I’ve always had high results in my classes,

and I don’t differentiate, so what’s the problem?”

• “I just get the bright kids to help the slower children – they can learn more by teaching.”

• "If gifted kids finish work early, they go do some research on the internet, or start their homework. They're fine."

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STUDENT PRESSURE• "Our kids don't want to do extension/enrichment

tasks - they are too stressed / too busy after school / under too much pressure / do too much tutoring... etc."

• "Can't kids just be kids - let them do work their own age, stop hot-housing them."

• "Parents and students don't want differentiated work because they get lower marks/grades than on the regular work."


STUDENT PRESSURE• An increasing issue in some schools and areas – busy kids

and busy families, often with high expectations• Focus on results over process – fixed mindsets

Suggestions- Parent information sessions and workshops - Newsletters and website articles- Contact individual parents who may be opposed to discuss

and start the conversation - UNSW GERRIC Parent courses/sessions- Build self-efficacy - growth mindset-based approaches

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EDST5805: Curriculum Differentiation and Assessment

• Can be studied as:– A Masters/GradDip subject– COGE subject– Professional Learning course (without the assessment)

• July School Holidays – intensive class format, 11-15 July @ UNSW (9am-4pm)

• Pre-reading and coursework before the intensive week; further assignment work afterwards

• Contact [email protected] for further information


Overcoming Obstacles to Differentiated Teaching Practice in Schools

IGNITE Conference 2016

Ben NorthSchool of Education, UNSW AustraliaHead Teacher of Teaching & Learning,

Engadine High SchoolNSW Department of Education and

[email protected]