A Bakers Dozen Indicators of Quality Differentiation: A Deeper Look

Transcription

1 A Bakers Dozen Indicators of Quality Differentiation: A Deeper Look ASCD San Antonio, TX March 3-5, 2010 Carol Ann Tomlinson Charlottesville, VA Marcia Imbeau Fayetteville, AR Judy Rex Scottsdale, AZ 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. Copyright Carol Tomlinson

2 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 ) Copyright Carol Tomlinson

3 SHHHH/SHARE 1. Pick a column 2. Write or think silently 3. Be ready to share when time is called 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. Sternberg s Three Intelligences Analytical Practical Creative Copyright Carol Tomlinson

4 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. Copyright Carol Tomlinson

5 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. Copyright Carol Tomlinson

6 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. Copyright Carol Tomlinson

7 Before Differentiation. In the Box After Differentiation On the Box In the Box To the side of the box Under the Box Copyright Carol Tomlinson

8 Copyright Carol Tomlinson

9 Differentiation Is a teacher s response to learner s needs Shaped by mindset & guided by general principles of differentiation Respectful tasks Quality Curriculum Flexible grouping Continual assessment Bldg. Community Teachers can differentiate Content Process Product Affect/Environment According to students Readiness Interest Learning Profile 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. 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. Copyright Carol Tomlinson

10 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. Copyright Carol Tomlinson

11 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? Copyright Carol Tomlinson

12 R.A.F.T. Role Audience Format Topic RAFT: ROLE AUDIENCE FORMAT TOPIC Copyright Carol Tomlinson

13 Math History Science Language Arts Sample RAFT Strips Role Audience Format Topic Semicolon Middle 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 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 Strips Role Audience Format Topic Gingerbread Man Squanto Band Member Our Class Oral Response I never should have listened to the fox Other Native Americans Other Band Members Pictographs Demo Tape I can help the inept settlers 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 Young Chromosome Experienced Chromosome Children s Book Why I moved to the pond What becomes of us in mitosis? First Grader Kindergartner Ad What s best about 1 st grade? Copyright Carol Tomlinson

14 RAFT Strips, cont d Role 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 Copyright Carol Tomlinson

15 Evidence that Schools are Fixed Mindset Organizations Evidence that Schools are Fluid Mindset Organizations See How Much Evidence for Each Column You can Generate in 3 Minutes Copyright Carol Tomlinson

16 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. Copyright Carol Tomlinson

17 Shapes Student Self- Perception Who TALK ABOUT IT How does teacher Mindset impact who, where, what, & how we teach? Coverage vs. Whatever it Takes How Mindset Where Builds or Erodes Group Trust What I teach what I believe you can learn What are the implications of mindset for differentiation?? Copyright Carol Tomlinson

18 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. Copyright Carol Tomlinson

19 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 Copyright Carol Tomlinson

20 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? Copyright Carol Tomlinson

21 Learner Cards Jamala Fisher 3 Front Rdg Level Sch.Affil Int Soccer Mysteries Video Games LP S/P Q/N ELL V/A/K G/S A/P/C P/W Nanci Smith 03 Back 3 Quality DI Grows to community as teachers gain knowledge of students & connect them with one another. Copyright Carol Tomlinson

22 How Community Evolves over Time Listening Celebrating Responding Problem Solving Working How We Came to Be Us 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. Copyright Carol Tomlinson

23 Building Community Building Community Copyright Carol Tomlinson

24 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 Copyright Carol Tomlinson

25 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. Copyright Carol Tomlinson

26 To Talk About Curriculum Student Buy-In Student Success What do you think is the relationship between quality of curriculum and student outcomes where you work? Copyright Carol Tomlinson

27 Planet MI Task V/L L/M M/R B/K Write a story about your planet Make a chart that compares your planet to Earth Make up a song about your planet Make up or adapt a game about your planet (Saturn ringtoss, 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 buyin for school? Copyright Carol Tomlinson

28 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 Copyright Carol Tomlinson

29 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: Worth Being Familiar With Important to Know and Do Enduring Understandings Wiggins & McTighe Copyright Carol Tomlinson

30 Planning a Focused Curriculum Means Clarity About What Students Should UNDERSTAND Principles/ generalizations Big ideas of the discipline KNOW Facts Vocabulary Definitions 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. Copyright Carol Tomlinson

31 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 Copyright Carol Tomlinson

32 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. 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 Copyright Carol Tomlinson

33 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. GENERATING KUDs KNOW (facts, names, dates, places, lists) UNDERSTAND (I want my students to understand that.) BE ABLE TO DO (verb phrase, begins w/ a verb, not a whole activity Copyright Carol Tomlinson

34 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 Copyright Carol Tomlinson

35 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 One Leaders influence a community. How? Level Two Leaders explain community issues and share perspectives. So What? Level Three By clarifying issues and sharing perspectives, leaders can unify people to accomplish goals. Copyright Carol Tomlinson

36 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. Copyright Carol Tomlinson

37 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. Copyright Carol Tomlinson

38 Differentiation in UbD Stage 1 - Desired Results Established Goals/ Content Standards Understandings Essential Questions Knowledge Skill Stage 2 - Assessment Evidence Other Evidence: Performance Tasks Other Evidence Answers the Essential Question: When is it important to differentiate in the UbD framework? Key Criteria Stage 3 - Learning Plan Other Evidence: Differentiation in UbD Stage 1 - Desired Results Established Goals/ Content Standards Understandings Essential Questions BIG IDEAS Knowledge Skill Stage 2 - Assessment Other Evidence: Skills, Knowledge Performance Tasks Other Evidence Evidence Key Criteria Stage 3 - Learning Other Evidence: Plan CRITERIA Tasks, Practice Copyright Carol Tomlinson

39 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 Copyright Carol Tomlinson

40 Connecting with Students Creating a Positive Learning Environment 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) Identify what students should Know, Understand, & Be Able to Do (KUD) at the end of the unit Define Summative Assessments Develop a unit plan to ensure student proficiency w/ essential knowledge, understanding, and skill Pre-assess, based on K U D, for readiness also for interest, & learning profile 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 Administer Summative Assessments Copyright Carol Tomlinson

41 A Bakers Dozen Indicators of Quality Differentiation: A Deeper Look ASCD Orlando, FL March 11-13, 2009 DAY 2 Carol Ann Tomlinson Charlottesville, VA Marcia Imbeau Fayetteville, AR Judy Rex Scottsdale, AZ 5 Quality DI Is guided by on-going assessment (for planning and feedback not grades). Copyright Carol Tomlinson

42 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? READINESS INTEREST LEARNING PROFILE Skills Content Knowledge Current Interests Potential Interests Talents/Passions Areas of Strength and Weakness Learning Preferences Self Awareness Concepts/Principles Copyright Carol Tomlinson

43 On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Pre-assessment (Finding Out) Formative Assessment (Keeping Track & Checking-Up) Summative Assessment (Making sure) Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Small group check Peer evaluation 3-minute pause Observation Talk-around Questioning Exit Cards Portfolio Check Quiz Journal Entry Self-evaluation 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. Copyright Carol Tomlinson

44 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? Share by Role 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? Please find one or two others whose roles are like yours and discuss the prompt in the column that matches your role. 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? University Faculty What is the model of assessment your preservice teachers 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? Copyright Carol Tomlinson

45 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? Think About the Example What Sorts of Responses Might Students Give for this Assessment? How Might you Use the Information to Enhance Learning? 1. I can t do math because nobody in my family is good with math. 2. Math is always easy for me. I just know how to do problems when I read them? 3. What I like to do in my spare time is play sports and listen to music. 4. What I do when I get home is take care of my brother and sister, and start dinner until my mother gets home from work. Copyright Carol Tomlinson

46 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 it to 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. Copyright Carol Tomlinson

47 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. Copyright Carol Tomlinson

48 Think About the Example Benefits of typical assessment data Benefits of strength-based assessment data Copyright Carol Tomlinson

49 Directions: Complete the chart to show what you know about. Write as much as you can. Definition Information Examples Fractions Non- Examples Useful for pre-assessment & formative assessment of readiness in many grades & subjects On your exit card--- EXIT CARDS Explain the difference between simile and metaphor. Give some examples of each as part of your explanation. on-going assessment of readiness Copyright Carol Tomlinson

50 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 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 Copyright Carol Tomlinson

51 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 Copyright Carol Tomlinson

52 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 pp 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. Copyright Carol Tomlinson

53 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). Copyright Carol Tomlinson

54 Movie Time. In Chad s Classroom, Look For: Evidence of the impacts of ability grouping or tracking over time Ways in which Chad s planning is trying to establish respectful tasks Think about his words Curriculum Instruction Grouping What feedback would you give him (both positive and 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 Copyright Carol Tomlinson

55 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 Copyright Carol Tomlinson

56 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 Copyright Carol Tomlinson

57 At various times, resource people come in to provide information and guidance -- for example: -- an author -- a photographer -- a vet -- a cartoonist An editor A 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 better A Bakers Dozen Indicators of Quality Differentiation: A Deeper Look Day 3 ASCD San Antonio, TX March 11-13, 2009 Carol Ann Tomlinson Charlottesville, VA Marcia Imbeau Fayetteville, AR Judy Rex Scottsdale, AZ Copyright Carol Tomlinson

58 Part 1 Analysis of Differentiation in Action Part 2 Strategies for DI Part 3/4 Management or Leadership Part 4 Together Part 1 Analysis of Differentiation in Action Copyright Carol Tomlinson

59 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 Copyright Carol Tomlinson

60 Part 4 All Together Lonestar Wrap-Up Part 1 Analysis of Differentiation in Action Copyright Carol Tomlinson

61 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 Copyright Carol Tomlinson

62 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? Copyright Carol Tomlinson

63 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 Copyright Carol Tomlinson

64 Dateline: Industrial Revolution Unit Based on Dateline: Troy by Paul Fleischman Copyright Carol Tomlinson

65 Copyright Carol Tomlinson

66 Copyright Carol Tomlinson

67 Copyright Carol Tomlinson

68 Copyright Carol Tomlinson

69 Copyright Carol Tomlinson

70 Part 2 Strategies for Differentiation Judy Bowie A Elementary Marcia Bowie Secondary Carol Both Tiering, High End Copyright Carol Tomlinson

71 10 Quality DI Addresses student readiness, interest, and learning profile. (Tiering) What s the Point? Readiness Interest Learning Profile Growth Motivation Efficiency Copyright Carol Tomlinson

72 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 Copyright Carol Tomlinson

73 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 Copyright Carol Tomlinson

74 BRAIN RESEARCH Reticular Activating System RAS = Toggle Switch Only one of these three states is activated (aroused) at a time: 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 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 Optimal Learning Underperformance Underperformance Sleep Apathy Concern Relaxed Alertness Anxiety Distress Chaos Lower Stress Levels Higher Teaching With The Brain in Mind by Eric Jensen p. 57 Copyright Carol Tomlinson

75 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 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 No big effort necessary 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 5. Smaller Leap Greater Leap 2. Concrete Abstract 6. More Structured More Open 3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems 8. Less Independence Greater Independence 4. Fewer Facets Multi-facets 9. Slower Quicker Copyright Carol Tomlinson

76 Simple to Spectacular: How to Take One Basic Recipe to Four Levels of Sophistication Grilled Shrimp 5 1 Grilled shrimp with thyme and lemon 2 Grilled shrimp and zucchini on rosemary skewers Grilled shrimp with apple ketchup 4 Thai-style grilled shrimp on lemongrass skewers 2 5 Grilled shrimp balls with cucumber and yogurt 3 Copyright Carol Tomlinson

77 Elementary Physical Education SKILL: Dribbling and basketball 1 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) 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 2 ZIGZAG One hand Other hand Increased speed Change pattern to simulate going around opponents The Equalizer 1. Foundational Transformational 5. Smaller Leap Greater Leap 2. Concrete Abstract 6. More Structured More Open 3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems 8. Less Independence Greater Independence 4. Fewer Facets Multi-facets 9. Slower Quicker Copyright Carol Tomlinson

78 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. Reading Homework Coupon 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. Reading Homework Coupon 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. Reading Homework Coupon 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 Story Parts & Wholes Know: Understand: Part/Whole Elements of a story ---plot ---setting ---characters ---conflict 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 Copyright Carol Tomlinson

79 STORY MAP Title: Setting: Characters: Problem: Event 1 Event 2 Event 3 Event 4 Event 5 Solution: DETAILS + = Main Idea Copyright Carol Tomlinson

80 Copyright Carol Tomlinson

81 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 Grade K Counting (Skill) 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. Copyright Carol Tomlinson

82 Justin s Group of Coins Sarah s Group of Coins 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? Alternate Versions of the Task: More Accessible Version Each task will still result in the student explaining the strategy used to solve this problem Justin s Group of Coins More Challenging Version Sarah s Group of Coins Justin s Group of Coins Sarah s Group of Coins Copyright Carol Tomlinson

83 Whatever the level, the reasoning behind the solution can determine understanding and application: Novice Understanding 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 Copyright Carol Tomlinson

84 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 Copyright Carol Tomlinson

85 Part 3/4 Judy Managing DI/Elementary Bowie Marcia Managing DI/Secondary Bowie Carol Leadership for DI--Lonestar Copyright Carol Tomlinson

86 Leadership for Differentiated Schools & Classrooms: Carol Ann Tomlinson, Ed.D. William Clay Parrish, Jr. Professor University of Virginia Copyright Carol Tomlinson

87 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 (3 rd Edition), pp Copyright Carol Tomlinson

88 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. Copyright Carol Tomlinson

89 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. Pre-Differentiation Post Differentiation GR 5 TerraNova Scores at Conway Percent of Students with Reading scores < 65 Percent of Students with Language Scores < 65 Percent of Students with Math scores < 65 Percent of Students with Reading Scores > 65 Percent of Students with Language Scores > 65 Percent of Students with Math scores > % 41% 38% 19% 18% 24% 40% 56% 52% 31% 39% 34% 43% 58% 52% 31% 35% 34% 66% 59% 62% 81% 82% 76% 60% 44% 48% 69% 61% 65% 57% 42% 48% 69% 65% 66% NOTE: Conway uses 65% as its point of comparison, not 50% Copyright Carol Tomlinson

90 Pre-Differentiation Post-Differentiation Levels 4 & 5 Conway Levels 4 & 5 State Levels 4 & 5 Conway Levels 4 & 5 State 4 th grade math 4 th grade math 3 rd grade science 3 rd grade science 56% 64% 71% 83% 77% 79% 32% 35% 37% 37% 38% 38% 71% 63% 80% 71% 73% 84% 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), Pre-Differentiation Post Differentiation Level 5 Conway Level 5 State Level 5 Conway Level 5 State 4 th Grade Math 4 th Grade Math 3 rd Grade Science 3 rd Grade Science 17% 16% 15% 24% 34% 24% 5% 6% 8% 8% 8% 7% 15% 7% 23% 27% 27% 41% 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), Copyright Carol Tomlinson

91 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 The number of Advanced Placement Sections increased from 6 in 1999 to 13 in (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 Expulsions declined from 7 in 2001 to 1 in 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. Copyright Carol Tomlinson

92 Standardized Test 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% Talk in groups of 3-5 to: 3 minute pause Discuss the outcomes for Colchester & Conway Specify outcomes you would accept as evidence of success in your school or district Pose clarifying questions Copyright Carol Tomlinson

93 Big Idea of Differentiation: What must be in place for defensible differentiation? Why do the principles matter? Copyright Carol Tomlinson

94 D I F F E R E N T I A T I O N Community Community Assessment Teacher-Student Connections Safe Environment Shared Partnership Curriculum Instruction Essential KUDs Engagement Teaching Up Addressing R, I, LP Flexible Grouping Multiple Strategies Flexible Management Pre-assessment On-going Assessment to Inform Instruction 3-P Grading 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. Copyright Carol Tomlinson

95 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. Copyright Carol Tomlinson

96 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. Copyright Carol Tomlinson

97 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 Students Using Effective Instructional Approaches Developing Clarity About Curriculum Managing for Flexibility Copyright Carol Tomlinson

98 1 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 2 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 Copyright Carol Tomlinson

99 3 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 4 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 Copyright Carol Tomlinson

100 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 Copyright Carol Tomlinson

101 pdfs of the sessions will be at this site beginning by Tuesday and will remain there for about two weeks. an emerging website with information on differentiation 13 Quality DI Professionalizes teachers (leads toward expertise). Copyright Carol Tomlinson

102 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 The Elements of Teaching Before the Change Judging Control Telling Practice/Drill Comply, Attend, Retain Students Copyright Carol Tomlinson

103 Belief Some Implications of Deep Structure Beliefs about Teaching Impl. For Environment Impl. For Curriculum Impl. For Instruction Impl. For Assessment Teaching is Telling Students are passive Class is teachercentered 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, lowlevel, concrete content Drill, skill, data orientation No need for authentic assessment Students are Largely Dependent Management is about Control Fair Means Treating Everyone Alike Little emphasis on community of learners Emphasis on compliance Student differences largely irrelevant No trust of independent work, thought, ownership Little opportunity for student sensemaking Connecting content w/ individuals not necessary Open-endedness, student choice, student not seen as viable Group work, small group instruction, varied tasks too risky Not acceptable to vary materials, pace, support, environment, etc. Perceive that students can t do authentic/perf. assessments Assessment of learning vs. for or as learning One-size fits all assessments necessary Tomlinson 07 TEACHER Curriculum Making Meaning Instruction Facilitating Learning Assessment Charting a Course Management Leading for Success STUDENT The Elements of Teaching After the Change Copyright Carol Tomlinson

104 Studying Students Creating a Positive Environment Owning Student Success Connecting with Students Copyright Carol Tomlinson