Cultivating Differentiated Instruction: Growing the Teachers Who Grow the Kids

Transcription

1 Cultivating Differentiated Instruction: Growing the Teachers Who Grow the Kids Carol Ann Tomlinson and Michael Murphy Learning Forward Annual Conference Nashville, TN: December 6, A Successful Day: Develop a personal definition of differentiated instruction; See the value in investing in leadership for differentiation; Articulate how change and motivation principles affect individuals; Explain differentiation along a long-term, vision-focused plan; Recognize the power of conversation to deepen the quality of differentiated instruction; and Determine how to know when real growth in differentiation is happening 2 Copyright 2014 Carol Tomlinson & Mike Murphy 1

2 Adherence to schedule Technology management Engagement and participation Clarity and understanding Questions and conversation 3 GROW IN OUR UNDERSTANDING OF DIFFERENTIATION 4 Copyright 2014 Carol Tomlinson & Mike Murphy 2

3 Please follow these steps designed to help you reflect on, share, and extend your understanding of differentiation: 1. Jot down your current best understanding of what differentiation is. Assume you re explaining it to a new teacher who has little acquaintance with differentiation. 2. Share your definition with a group of about 4 at your table. Please ask one another questions that will help unpack a fuller sense of a person s ideas. 3. Use the laminated mats at your table to talk about shared understandings and common misunderstandings you encounter about differentiation in your work. 5 SO many definitions SO many questions What would we think about to plan and practice quality differentiation? 6 Copyright 2014 Carol Tomlinson & Mike Murphy 3

4 of Differentiation 7 Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning. 8 Copyright 2014 Carol Tomlinson & Mike Murphy 4

5 The Line of Logic... Kids differ as learners To learn well, each kid needs challenge and success We can t accomplish that by ignoring student differences Attending to the differences requires a flexible approach to teaching Rooted in an inviting environment, assessment to inform instruction, and flexible management For Differentiating Instruction 9 Differentiation is a sequence of common sense decisions made by teachers with a student-first orientation. Adam Hoppe, Copyright 2014 Carol Tomlinson & Mike Murphy 5

6 Leadership & Management The Common Sense of Differentiation: Ensuring an environment that actively supports students in the work of learning (mindset, connections, community), Absolute clarity about a powerful learning destination (KUDs, engagement, understanding), Persistently knowing where students are in relation to the destination all along the way (formative assessment for and as instruction), Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (addressing readiness, interest, learning profile), and Effective leadership & management of flexible classroom routines. 11 Environment Curriculum Leadership & Management Instruction Assessment 12 Copyright 2014 Carol Tomlinson & Mike Murphy 6

7 The Hallmark of Effective Teaching: Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together 13 How are these ideas about differentiation similar to the definitions in your mind? To the ones used in your schools? How are they different? Would it make any difference in practice in your schools if the majority of teachers operated from this perspective on differentiation? Please talk with a fence partner or two. 14 Copyright 2014 Carol Tomlinson & Mike Murphy 7

8 DETERMINE WHY NOW IS THE RIGHT TIME FOR DIFFERENTIATION 15 Academically Diverse Students: Today s classrooms are typified by academic diversity (Darling Hammond, Wise, & Klein, 1999; Meier, 1995). Seated side-by side in classrooms are: students with learning disabilities and reading difficulties highly advanced learners English language learners students who chronically underachieve students from broadly diverse cultures students from highly diverse economic backgrounds students of both genders students displaying varying degrees of motivation, interests, skills, etc. 16 Copyright 2014 Carol Tomlinson & Mike Murphy 8

9 Academically Diverse Students: In 1970, 12% of the U.S. population was nonwhite. In 2000, 30% were of non-white, non-anglo- European ancestry. In the period from , the white, non- Hispanic population grew by 7.9%. The population that identified itself as nonwhite or Hispanic grew by 88%. Lynch, E., & Hanson, M., (2004). Developing cross-cultural competence (3 rd Edition). Baltimore: Paul H. Brookes Publishing, p Thinking about English Language Learners More immigrants arrived in the US in the 1990s than in any other decade on record. Today, students in U.S. schools speak more than 450 languages. More than 12% of all pre-k-12 students in the U.S. are considered English language learners. As of 2014, Caucasian students are no longer the majority population in U.S. schools. In a short time, more than ½ of U.S. students won t speak English as their first language. Gray, T., & Fleischman, S., (2004). Successful strategies for English language learners. Educational Leadership, 62 (4), Copyright 2014 Carol Tomlinson & Mike Murphy 9

10 96% of general education teachers in the U.S. have students with disabilities in their classrooms. On average, there are at least 3-4 students with IEPs integrated into each general education class in the U.S. Three of four U.S. students with disabilities spend 40% or more of their day in general education classes. One in five children in the U.S. suffers from some emotional or behavioral condition. Think Just About Students with Disabilities: USDOE (2001). 23 rd annual report to Congress on the implementation of the Individuals with Disabilities Act (IDEA). Washington, DC: U.S. Gov t Printing Office National Academy of Sciences (Reported in Time Magazine, Keeping Young 19 Minds Healthy, p. 41. Thinking just about Students with Disabilities: Approximately 3 to 5 students in 100 in the U.S. have ADHD. Approximately 1 child in 59 in the U.S. is diagnosed with a learning disability. SOURCE: National Institutes of Mental Health 20 Copyright 2014 Carol Tomlinson & Mike Murphy 10

11 Thinking just about Students with Disabilities: Autism Spectrum Disorder prevalence in the U.S. has recently been adjusted from 4 or 5 children in 10,000 to 1 child in about 150 SOURCES: CDC, Morbidity and Mortality Weekly Report: Surveillance Summaries; Feb. 9, 2007; vol 56: pp Marshalyn Yeargin- Allsopp, MD, Chief, Developmental Disabilities Branch, National Center on Birth Defects and Developmental Disabilities, CDC. Catherine Rice, PhD, behavioral scientist, National Center on Birth Defects and Developmental Disabilities, CDC. 21 The U.S. has the highest rate of child poverty in the developed world. The school dropout rate is 2 ½ times higher among children of poverty than among students from non-poor homes. Children of poverty are 2 ½ times more likely to perform poorly in school than their more affluent peers. Poverty in the U.S. Children of poverty are 2 ½ times more likely to develop a conduct disorder. 22 Copyright 2014 Carol Tomlinson & Mike Murphy 11

12 23 We still teach as though all students of a given age are essentially alike! 24 Copyright 2014 Carol Tomlinson & Mike Murphy 12

13 1) Which groups of students are very well served in your school or district right now (engaged, excited, growing academically each day)? What s your evidence? 2) Which groups of students are not so well served? What s your evidence? With a colleague or two at your tables: 3) What would you hope to improve for students by helping teachers become more competent and confident in addressing student variance? 25 LEAD SO ALL ARE GROWING 26 Copyright 2014 Carol Tomlinson & Mike Murphy 13

14 Let s start by exploring what happened to Culver Elementary School... Quickly skim the case study at your tables. With your table mates, answer the three questions at the end of the second page. Be ready to report! 27 Culver and the Orchestration of Change: Are there predictable phases? Is it school change or individual change? Can it be accelerated? Adjusted? 28 Copyright 2014 Carol Tomlinson & Mike Murphy 14

15 Thinking about it... Consistent and effective practice INDIVIDUALS HAVE TO CHANGE BEFORE THE SCHOOL CAN CHANGE. --HORD AND ROUSSIN, WHAT TEACHERS MUST LEARN IN ORDER TO DIFFERENTIATE EFFECTIVELY KNOW UNDERSTAND DO 5 Key Elements of differentiation Mindset Know-Understand-Do (KUD) Engagement Understanding Alignment On-going assessment (preassessment, formative, summative) Flexible Grouping Respectful Tasks Readiness, Interest, Learning Profile Cultural Responsiveness Teaching Up Instructional strategies for differentiation Equity/Excellence Differentiation is a philosophy (more than a set of strategies) Differentiation is 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. Flexible classroom routines balance group and individual needs Reflect on philosophy and practice. Create and maintain an invitational learning environment Develop KUD frameworks, drawing on standards Develop formative assessments aligned with KUDs Interpret assessment results to determine students learning needs Develop differentiated tasks based on assessment information in response to student readiness, interest, learning profile Work with students to understand differentiation 30 and establish flexible Copyright 2014 Carol Tomlinson & Mike Murphy 15

16 Ascending Intellectual Demand: Differentiation Novice Unsettled by the ambiguous and organic nature of differentiation Seeks algorithmic processes and expects mastery of differentiation Focuses on the challenges instead of the benefits/necessity Seeks solutions that are already part of a repertoire of strategies instead of redefining the nature of curriculum and instruction Identifies the challenges inherent in high prep differentiation (grading major projects) instead of focusing on low prep possibilities Lacks a big picture understanding of the philosophy due to misperceptions about good curriculum/instruction (e.g. assessment and evaluation) Lacks persistence and a willingness to work at understanding/application Apprentice Tolerates the ambiguous nature of differentiation Understands the philosophy of differentiation but lacks confidence in application Acknowledges gaps in personal understanding and skills with differentiating curriculum and instruction Makes surface level connections between differentiation and other models/strategies inherent in good curriculum/instruction Demonstrates a willingness to work through challenges with some persistence Distinguishes between a good curriculum/instruction and that which is differentiated Asks thoughtful questions about both the philosophy and the application Can accurately explain differentiation as a concept Practitioner Accepts the ambiguous nature of differentiation Demonstrates accuracy and confidence in explaining differentiation of curriculum and instruction Makes connections among various methods within a discipline in order to facilitate differentiation Understands the connections among content, process, product, and learning environment when differentiation is achieved in the areas of readiness, interest, and learning profile (or any combination of the areas) Exhibits a belief in differentiation, but lacks confidence at times in addressing challenges Recognizes and avoids the quick fixes to differentiating curriculum and instruction Expert (Program Outcomes) Skillfully differentiates curriculum and instruction through the development of curriculum Models differentiation with fluency and flexibility in staff development and teaching situations Problem solves in situations where differentiation is both necessary and difficult Articulates the rationale, philosophy, and how to of differentiation to a wide variety of audiences (e.g. parents, teachers, students, administrators) Uses various methods from a variety of disciplines in order to facilitate the differentiation of curriculum and instruction Exhibits an unyielding belief in the necessity of differentiation for all students Seeks new methods that will facilitate refinement in the differentiation of curriculum and instruction Understands there is much left to learn in the area of differentiation 31 Ascending Intellectual Demand: Differentiation Practice and ongoing support in the differentiation of curriculum, instruction, and staff development Clarification on both the big picture of differentiation as well as the foundational components Focus on the theoretical underpinnings of the concepts and principles Frequent and specific feedback on perceptions, questions, and ideas Opportunities to build upon the characteristics of good instruction as a bridge into differentiation Specific and clear examples of differentiation Analysis of curricular and instructional examples Focus on the benefits and necessity despite inconvenience and discomfort Opportunities to experience with support the organic nature of the philosophy Low risk experiences Continued study and discussion with a variety of tools and practitioners Opportunities for critical analysis of curriculum and instruction to identify the degree and areas of differentiation Problem solving with increased challenge over time Opportunities to articulate the rationale, principles, and methods Discussion and problem solving (with support) in the areas of respectful tasks, flexible grouping, ongoing assessment and adjustment Focus on the differentiation of curriculum and instruction through a study of the topics associated with low prep differentiation Opportunities to make connections among curricular and instruction models as means to an end (differentiated curriculum and instruction) Collaboration with varied curriculum and area specialists in the differentiation of curriculum and instruction Specific feedback on the differentiation of curriculum and instruction Discussion and problem solving (with feedback) in the detractors of differentiation (e.g., grading, classroom management, fairness ) In-depth study of topics associated with high-prep differentiation (e.g., tiered assignments, flexible grouping, assessment and evaluation) Opportunities to explain both the philosophy and the practices associated with differentiation to a variety of audiences (e.g., teachers, administrators, colleagues, parents, and students) Observations and analysis of differentiated curricula and instructional settings Practice and ongoing support in the differentiation of curriculum and instruction Practitioner Opportunities to work collaboratively with specialists in the differentiation of curriculum, instruction, and staff development with colleagues in a variety of disciplines and areas of specialty (e.g., regular education, special education, gifted education) Participation in conferences, staff development, and book studies focusing on differentiation and subsequent sharing of experiences/knowledge/skills with colleagues Opportunities for discussion and problem solving in areas of concern associated with differentiation with an emphasis on growth Opportunities to work with teachers, administrators, and colleagues in the refinement of knowledge, understanding, and skills in the area of differentiation Ongoing dialogue about the status of differentiation in the discipline and/or area of specialty with a focus on growth and development of expertise Support in the development and monitoring of policies and procedures that promote the differentiation of curriculum, instruction, and staff development Expert Novice Apprentice 32 Copyright 2014 Carol Tomlinson & Mike Murphy 16

17 The Leader s Cultivation of Differentiation: Getting Ready Deeply Embedded Beginning Work Changes in Feelings and Reactions Approach to the Work From Novice to Expert 33 What Do People Need Along the Way? Autonomy Purpose Mastery 34 Copyright 2014 Carol Tomlinson & Mike Murphy 17

18 MASTER THIS FORMULA: LONG-TERM CHANGE = CULTIVATION OF NEEDS + THE RIGHT NUTRIENTS 35 Getting Ready Deeply Embedded Shared common cause and vision Shared early experiences Reassurance and small steps Personal integration Training for knowledge Trusting relationships Transparency Personal and social responsibility Beginning Work Resource management Collaborative planning Professional learning focused on implementation Time to work on it Cooperative assessment of results Troubleshooting and corrections Shared common cause and vision Shift of focus to students Structure adjustments Rules/regulations Refined implementation Collegial dialogue and system improvements Integration with other initiatives Evaluation and recommitment to the work 36 Copyright 2014 Carol Tomlinson & Mike Murphy 18

19 Getting Ready X Beginning Work X Find your ROLE-ALIKE partner: X Deeply Embedded Assess where you are in terms of your differentiation journey what phase are you right now? As you place your X, remember to let it mark differentiation in terms of individual concerns and individual teacher development. What might you do to accelerate the development of deep differentiation strategies? What do people need? 37 Strategic Teacher Development: Getting Ready Deeply Embedded Beginning Work + Information Personal Management + Consequence Novice Expert Professional Learning Content+ Context + Process 38 Copyright 2014 Carol Tomlinson & Mike Murphy 19

20 Do People Have a Clear Vision? Getting Ready Deeply Embedded Beginning Work Change Plan Year One Change Plan Year Two Change Plan Year Three 39 ENGAGE IN CONVERSATIONS TO LEAD, LEARN, AND ASSESS 40 Copyright 2014 Carol Tomlinson & Mike Murphy 20

21 Typical Leader-Teacher Conversations: It won t work... I don t have time... I don t understand what you want me to do... This isn t that important to me... Authoritarian Telling Collaborative vs. Coaching 41 Engaging in the Layered Conversation: Discover the Information Interpret and Speculate + Decide/Do Implement and Evolve Collaborative Optimistic Experimental 42 Copyright 2014 Carol Tomlinson & Mike Murphy 21

22 A CONVERSATION CASE STUDY Conversations to LEARN: Frequent One-to-One Separate from Teacher Evaluation Check on Concerns with Worried About Check on Use with How Are You... Getting Ready Deeply Embedded Beginning Work 44 Copyright 2014 Carol Tomlinson & Mike Murphy 22

23 Apply What We ve Learned: Conversations with teachers are so important! Take a look at the materials we have reviewed today. Watch the video clip. Select one of the five key elements of differentiation in which you think the teacher in the clip has shown particular strengths. Work with a colleague to map out how you might best share your insights with the teacher in a way that encourages continuing growth. Select one of the elements of differentiation which you think is likely an important next step for the teacher based on what you saw in the video clip. Again, work with your colleague to map out how you might talk with the teacher about this. 45 WHAT are You Interested in Assessing? 1) Teacher Attitude About the Change? 2) Teacher Learning of Differentiated Instruction? 3) School Structure Changes to Support? 4) Application of Differentiated Strategies in the Classroom? 5) Student Learning as a Result of the Efforts? Means Goals Ends Goals Getting Ready Deeply Embedded Beginning Work 46 Copyright 2014 Carol Tomlinson & Mike Murphy 23