What is Wrong with this Picture?

Transcription

1 Using ASCD Resources on Differentiated Instruction for Effective Professional Development Marcia B. Imbeau, Ph.D. Associate Professor University of Arkansas, Fayetteville What is Wrong with this Picture? Memorandum To: All Ellen B. Smith School Faculty/Staff From: Building Principal Subject: Upcoming In-service Date: March 1, 2004 In order to meet state and district requirements, our school s annual in-service will be held on March 11 from 3:30 5:00. All faculty and support staff are required to attend. The in-service presenter will be our enrichment specialist, Mr. Baker. 1

2 What is a Professional Development Plan? A set of activities designed to increase the effectiveness of teachers and administrators in meeting the needs of all students. What is a Professional Development Plan? These experiences must consist of relevant knowledge, effective strategies/skills and necessary dispositions that allow a teacher to enhance and continuously refine his/her practice. The plan must utilize a variety of formats and include input from a broad range of stakeholders. 2

3 The National Foundation for the Improvement of Education (1996) further provides support for professional development. Changing times require that schools become learning enterprises for teachers and for students. The way teachers currently learn on the job was designed for teachers of an earlier time before the public grew concerned with higher standards and improved performance for all students.today s teachers must take on new roles within the school and be able to teach young people from diverse backgrounds by drawing on a large repertoire of subject matter and teaching skills (preface). Marzano (2003) discusses the need for teachers to engage in meaningful staff development experiences. However, he cautions that although many schools have regularly scheduled staff development sessions, much of what is done in these sessions is not necessarily meaningful or useful in terms of impacting student achievement (Marzano, 2003, p.65) 3

4 Traits of a High Quality Professional Development Plan Little (1993) explains why some activities do not result in the change Much staff development or in-service communicates a relatively impoverished view of teachers, teaching and teacher development. Compared with the complexity, subtlety, and uncertainty of the classroom, professional development is often a remarkably lowintensity enterprise. It requires little in the way of intellectual struggle or emotional engagement and takes only superficial account of teachers histories or circumstances. Compared with the complexity and ambiguity of the most ambitious reforms, professional development is too often substantively weak and politically marginal. Professional development must be constructed in ways that deepen the discussion, open up the debates, and enrich the array of possibilities for action. (p. 14) Connected. Flows from and contributes to the district and building student achievement goals. Directly relates to student learning and achievement. Clearly demonstrates how past initiatives can be integrated with new content. Affects classroom instruction by changing teaching practices. Matches needs established in analyzing data about student learning and achievement. 4

5 Collaborative. Provides time for teachers to work together to plan for implementation of learning. Provides venues for participants to share ideas and solve problems. Establishes procedures and tools for reporting results of collaboration efforts. Evaluates the collegial environment. Expects teachers and administrators to work together. Brings parents and families into the knowledge base and includes them in implementation. Provides coaching opportunities for participants as they try new ideas and strategies. Customized. Includes provisions for meeting different learning needs of participants. Relates specifically to various content area applications. Addresses specific needs of the district and building. Provides alternatives and options for learning. Addresses the varied learning needs of students. Builds commitment of individuals. Source: ASCD Action Tool: Strategies for Designing, Implementing and Evaluating Professional Development by Sue Beers,

6 Planning for Professional Development Resources for Book Study and Gaining Background Knowledge Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA:ASCD. Tomlinson, C.A. (2001). How to differentiate in mixed-ability classrooms (2 nd ed.). Alexandria, VA:ASCD. Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA:ASCD. Tomlinson, C.A. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. 6

7 The First Videos Movie Time. In Monica s Classroom, Look For: Comfort with students Nature of the learning environment Clarity of learning goals The assessment/instruction connection Ways in which the teacher addresses learning profile (as well as readiness & interest) Also, note your own questions 7

8 Teacher Behavior Student Responses 8

9 Use a Facilitator s Guide with your Videos or DVDs The Facilitator s Guide includes the following sections: Workshops Suggestions for organization and participant activities along with ideas for different time frames Handouts and Overheads Often samples of the instructional strategy shown Readings and Resources Often examples of Educational Leadership articles that support the practices and ideas found on the Videos or DVDs DVD Movie Time. In This Classroom, Look For: An enacted definition of differentiation If this is it, what is differentiation? How does this classroom match your understanding of differentiation? How does it differ from your understanding? What would the journey be like toward more classrooms of this sort? 9

10 On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Preassessment (Finding Out) Formative Assessment Summative Assessment (Keeping Track & Checking -up) (Making sure) Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Conference Peer evaluation 3-minute pause Observation Talkaround Questioning Exit Card Portfolio Check Quiz Journal Entry Self-evaluation Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review Varied Homework Sure you can check homework when kids do varied tasks!! Homework Checkers 10

11 Background: This is a process for checking multiple homework assignments simultaneously in a classroom so that the teacher feels free to differentiate homework as necessary to address particular student learning needs. Steps: 1. The teacher checks to make sure each student has completed assigned homework 2. Students who have not completed the assignment work in a designated area of the room to complete the assignment (teacher floats to provide guidance/feedback 3. Students who completed the HW work in groups of 4 to check all 4 sets for agreement/disagreement 4. All students mark each answer for agreement/disagreement as well as explanations of why an answer is wrong and how to make it right 5. Students sign indicating agreement, staple set of 4 together, turn in 6. Teacher spot checks, grades one per set 11

12 Movie Time. In These Classrooms, Look For: Ways the teachers introduce the RAFTs Differing ways the teachers assign RAFTS How the teachers help students succeed Evidence of On-Going Assessment & Adjustment Also, note your own questions 12

13 Planning Tools for Guiding Growth toward Effective Differentiation Please take a few minutes to read and take notes on the following guides for thinking about and supporting teacher growth in differentiation. Teacher Questionnaire Reflecting On Practices for Differentiating Instruction in Response to Learner Need Read each statement below. Circle the response that most closely describes the extent to which you use the practice in your classroom. Please use the following scale: (1) never/almost never (2) occasionally (3) much of the time (4) very frequently, consistently (5) unsure of terms/meaning 1. I pre-assess students to determine student readiness I identify students interests I identify students learning profiles My classroom is student-centered I pre-assess for student readiness I vary the pace of learning for varying learner needs I use on-going assessment for instructional planning I differentiate using understandings/big ideas I use a variety of materials other than the standard text I adjust for diverse learner needs with scaffolding (e.g., reading buddies, organizers, study guides, New American Lecture, etc.)

14 11. I provide tasks that require students to do something with their knowledge (apply and extend key understandings and skills as opposed to largely repeating information) I use high-level tasks for all learners (e.g., application, elaboration, providing evidence, synthesis, examining varied perspectives, etc.) I plan and use flexible grouping I ensure that all students participate in respectful tasks I vary tasks in response to students interests I vary tasks in response to students learning profile I ensure that all tasks & products focus on clearly stated learning goals (KUDs) known by the students I allow for a wide range of product alternatives (e.g., oral, kinesthetic, visual, musical, spatial, creative, practical, analytical) The assignments I give differ based on individual (or small group) readiness, learning needs, and interest I provide students a wide range of resources I use tiering I use compacting or other forms of acceleration I use student learning contracts to differentiate I support independent study I use interest centers/groups to differentiate I use RAFTs to differentiate I support students in developing reading proficiency I use high-level cooperative strategies (e.g., complex instruction, group investigation) to differentiate I use technology as a tool for differentiation I provide student choice within defined parameters I use Sternberg Intelligences to address learning needs. 32. I teach using multiple modes of presentation. 33. I use other strategies to address learning needs List: Adapted from Leadership for Differentiating Schools and Classrooms by Carol Ann Tomlinson and Susan Demirsky Allan, ASCD Figure A.3: Teacher/Peer Reflection on Differentiation, pp (Tomlinson, 2005) 14

15 Movie Time. In Judy s Class, Look For: Evidence of Connections with Students Quality of Learning Environment Ways in which Affect, Environment, and Instruction are Interdependent OPTION A: Write a note to Judy asking her questions to which you d like answers after viewing the video. Option B: Make a list of classroom processes & procedures you saw Judy use that you feel are important in addressing the cognitive & affective needs of her students. OPTION C: Jot down what you believe to be the MOST significant decisions Judy has made about teaching & learning. Be ready to explain them 15

16 Tools for High-Quality Differentiated Instruction A Look at the Table of Contents Part One Essentials of Differentiated Instruction: An Overview What Differentiation Is and Is Not Key Principles of High-Quality Differentiation Part Two Setting the Tone Emotional Climate Physical Set-up Getting to Know One Another Part Three Part Four Ensuring Good Curriculum Practicing On-going Assessment Assessment in a Differentiated Classroom Pre-Assessing General Readiness, Interest and Learning Profile Pre-Assessing Unit-Related Readiness, Interest and Learning Profile Formative Assessment Summative Assessment Part Five Designing Respectful Activities Attending to Student Variation Ensuring Common Goals Ensuring Appropriate Challenge 16

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23 What plan would work for you? A Book Study Using the Videos/DVDs and Facilitator s Guides Completing an Action Tool Professional Inquiry Kit On-line Course Using a DI Cadre Member A Combination of Resources CHANGES IN ACTUAL PRACTICE Changes in actual practice along the three dimensions in materials, teaching approaches and beliefs in what people do and think are essential if the intended outcome is to be achieved. The New Meaning of Educational Change Third Edition (p.46) Michael Fullan 23

24 Resources Beers, S. (2007). ASCD Action Tool: Strategies for designing, implementing and evaluating professional development. Alexandria, VA: ASCD. D Arcangelo, M. (Producer). (2007). Leadership for differentiating instruction [Video series]. Alexandria, VA:ASCD. Hall, P. & Simeral, A. (2008). Building teachers capacity for success: A collaborative approach for coaches and school leaders. Alexandria, VA: ASCD. Kiernan, L.J. (Producer). (1997). Differentiating instruction [Video series]. Alexandria, VA:ASCD. Kiernan, L.J. (1999). Differentiating instruction [Online course]. Alexandria, VA:ASCD. Kiernan, L.J. (Producer). (2001).At work in a differentiated classroom [Video series]. Alexandria, VA:ASCD. Kiernan, L.J. (2001). A visit to a differentiated classroom [Video]. Alexandria, VA:ASCD. Kiernan, L.J. (2003). Differentiated instruction stage 2: An ASCD professional development planner. Alexandria, VA:ASCD. Kiernan, L.J. (Producer). (2003). Instructional strategies for the differentiated classroom Tapes 1-4 [Video series]. Alexandria, VA:ASCD. Kiernan, L.J. (Producer). (2004). Instructional strategies for the differentiated classroom Tapes 5-7 [Video series]. Alexandria, VA:ASCD. Kiernan, L.J. (Producer). (2005). The common sense of differentiation: Meeting specific learner needs in the regular classroom [Video series]. Alexandria, VA:ASCD. Kiernan, L.J. (Producer). (2006). High schools at work [video series]. Alexandria, VA: ASCD. Little, J.W. (1993). Teachers professional development in a climate of educational reform. Education Evaluation and Policy Analysis, 15(2), Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. National Foundation for the Improvement of Education. (1996). Teachers take charge of their learning: Transforming professional development for student success. Washington, D.C.: Author. Sousa, D.A. & Tomlinson, C.A. (2011). Differentiation and the Brain: How neuroscience supports the learnerfriendly classroom. Bloomington, IN: Solution Tree Press. Stickland, C.A. (2009). Professional development for differentiating instruction: An ASCD action tool. Alexandria, VA: ASCD. Strickland, C.A. (2007). ASCD Action Tool: Tools for high-quality differentiated instruction. Alexandria, VA: ASCD. Tomlinson, C. A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD. Resources Tomlinson, C.A. (1996). Differentiating instruction for mixed-ability classrooms [Professional development kit]. Alexandria, VA:ASCD. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd ed.). Alexandria, VA: ASCD. Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD. Tomlinson, C.A. and Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. Tomlinson, C.A. and Edison, C.C. (2003). Differentiating in practice: A resource guide for differentiating curriculum, grades K-5. Alexandria, VA:ASCD. Tomlinson, C.A. and Edison, C.C. (2003). Differentiating in practice: A resource guide for differentiating curriculum, grades 5-9. Alexandria, VA:ASCD. Tomlinson, C.A. and McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content to kids. Alexandria, VA:ASCD. Tomlinson, C.A. and Strickland, C.A. (2005). Differentiating in practice: A resource guide for differentiating curriculum, grades Alexandria, VA:ASCD. Zmuda, A., Kuklis, R., and Kline, E. (2004). Transforming schools: Creating a culture of continuous improvement. Alexandria, VA: ASCD. Web Resources System Standards - Center for Leadership in School Reform Phillip Schlechty National Staff Development Council Standards Human Resources Differentiated Instruction Cadre..contact ASCD.Maxine Bane mbane@ascd.org or Ann Cunningham-Morris acunning@ascd.org 24