Curriculum Differentiation:

Curriculum Differentiation: What is it? Why do it? How do you do it? Jeanne H. Purcell, Ph.D. Connecticut State Department of Education jeanne.purcell@po.state.ct.us Edited and revised by Francine Lamonica Burns and Purcell, 2002 1

A Quick Quiz True or False Student learning differences are real. Fair means treating all kids alike. Intelligence is fixed. Students don t learn what the teacher doesn t directly oversee. Before we differentiate, we must diagnose student readiness, interest, and learning profile. Every student deserves to make continuous progress.

What do you know about curriculum differentiation? What concerns or fears do you have regarding differentiation? What would you like to learn more about? List 10-15 words or phrases that, in your mind, are linked to this term.

Differentiation is not a curriculum. It is a way of thinking about teaching and learning. Differentiation is synonymous with good teaching.

RATIONAL FOR WHY WE ARE HERE TODAY If a school is to establish classrooms in which regular classroom teachers effectively address needs of academically diverse learners, intensive and sustained staff development will be required. Teachers need assistance in developing a rationale for differentiated instruction, help and support in unlearning entrenched patterns of whole-class instruction which assume that all students need to learn the same information in the same way at the same time and over the same duration, and ongoing support as they develop new ways to think about their students and instruction. There is a need for concrete assistance in enacting differentiation. We need somebody to sit down with us regularly and show us ways to do this with our own [grade-level curriculum] it makes no sense at all until you start using it. We need somebody who can work with us in our classrooms on differentiation we need accessible on-site leadership. Tomlinson, Carol Ann. Deciding to DifferentiateInstuc tion inmiddle School: One School s Journey. Gifted Child Quarterly, V39, No. 2 (Spring 1995)

DIFFERENTIATION Curriculum: Content/Process/Product Student: Readiness/Interest/Learning Style

A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.

A Working Definition of Differentiation Differentiation has come to mean consistently using a variety of instructional approaches to modify content, process, and/ or products in response to learning readiness and interest of academically diverse students. Tomlinson, Carol Ann. The Differentiated Classroom

When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What do I want may students to know, understand, and be able to do? What will I do instructionally to get my students to learn this? How will my students show what they know?

Why Differentiate? Most students, even those involved in special programming, spend the vast majority of their time in regular classrooms. Starko, Alane J. Meeting the Needs of the Gifted Throughout the School Day: Techniques for Curriculum Compacting Students vary in readiness, interest, and learning profile. Tomlinson, Carol Ann. The Differentiated Classroom

Readiness is a student s entry point relative to a particular understanding or skill. To help a student to grow, we must begin where the child is. Some children, particularly those who have had early learning opportunities, begin school with well-developed skills and considerable understanding of various topics; other students arrive as true beginners and need basic instruction and additional practice. Interest refers to a child s affinity, curiosity, or passion for a particular topic or skill. The advantage to grouping by interest is that it allows students to attach what they have been learning in class to things that they already find relevant and interesting and appealing in their own lives. Learning profile has to do with how students learn. Some are visual learners, auditory learners, or kinesthetic learners. Students vary in the amount of time they need to master a skill or learn a concept. How students learn can be shaped by: environment social organization physical circumstances emotional climate psychological factors Carol Ann Tomlinson/ Diane Heacox

What goals are we trying to achieve through differentiation? Increased academic learning Increased confidence in learning Enhanced intrinsic motivation for learning Self-directed learning behaviors Burns and Purcell, 2002

Why does it work? Differentiation increases the match between where the student is and what they are to learn. Zone of Proximal Development Vygotsky (1962) Varying levels of scaffolding Varying degrees of challenge Varying degrees of autonomy Optimal learning Burns and Purcell, 2002

Research supports differentiation We think, learn, and create in different ways. Intelligence is fluid, it is not fixed and therefore can be amplified. Learning is more natural. Burns and Purcell, 2002

What Gets Differentiated? The teacher can modify content, process, or product.

CONTENT is what we want students to: - know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills) Content is differentiated (a) when you preassess students skill and knowledge, then match learners with appropriate activities according to readiness; (b) when you give students choices about topics to explore in greater depth; (c) when you provide students with basic and advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom

Differentiating Content - multiple textbooks and supplementary print materials - varied videos and computer programs - learning contracts - interest centers - support systems audio tapes study partners and reading buddies mentors - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project

PROCESS is the how of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process also calls on students to use key skills that are integral to the unit. When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks. Carol Ann Tomlinson

Differentiating Process - tiered assignments - learning centers - interactive journals and learning logs - graphic organizers Carol Ann Tomlinson

PRODUCTS are the way students show what they have learned or extend what they have learned. They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems Carol Ann Tomlinson

Suggestions for Developing Successful Product Assignments Product assignments should cause students to rethink, apply, and expand on all the key concepts. Products call for more thought and ingenuity when they are based on issues, concepts, or problems rather than on topics. Product assignments should necessitate and support creativity. As much as possible, design the assignment so that it facilitates students using the knowledge, skills, and working processes of a professional in the particular field to complete the product. Stress planning. By using structures such as timelines, check-in dates, and process logs, ensure that students actually use the entire block of time allotted to the product. Encourage and support the use of varied forms of expression and varied technologies. Whenever possible, design the product to be used and responded to by someone other than the teacher (and even classmates). Set a clear standard of high expectations. Balance clear directions that support success with freedom of choice that supports individuality of interest and learning profile. Acknowledge varied readiness levels by developing variations on a theme - differentiated versions of a product that are likely to challenge a full range of readiness levels. Use evaluation by peers, self, and teacher during and at the end of a project to promote success. Carol Ann Tomlinson Differentiating Instruction for Mixed-Ability Classrooms

As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible but before we can begin to differentiate, we must come to know our students. Discovering what your students already know before beginning a unit of study can be accomplished through the use of preassessments. The use of interest inventories and multiple intelligence checklists provides important information about students learning profile.

Preassessment: What are some preassessment options? How does one select an appropriate preassessment option? How does one use preassessment data? What are some of the practical realities associated with preassessment? Your questions. Burns and Purcell, 2002 2

Preassessment: A Definition Preassessment is an instructional strategy teachers use to uncover what students know about a curriculum unit before they begin formal instruction. Burns and Purcell, 2002 3

THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM STANDARDS Content Knowledge PREASSESSMENT results in modifications, if warranted, based upon critical differences among students TEACHING AND LEARNING ACTIVITIES ON-GOING & POST ASSESSMENT Burns and Purcell, 2002 4

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Preassessment Tool: A Modified K-W-L K N W What the student ALREADY KNOWS -Prior Experiences -Knowledge -Skills -Accomplishments -Attitudes What the student NEEDS TO KNOW -Self-rating of current proficiency with unit objectives -Teaching style preference What the student WANTS TO KNOW -Interests -Questions -Ideas for exploration or investigation Burns and Purcell, 2002 6

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Preassessment Tool: Journals As it relates to a curriculum objective, ask students to: describe processes give examples provide reflections Take the opportunity for a one-to-one interchange with the student Tell me what you know about fractions. What is the purpose of a hero in a story? Burns and Purcell, 2002 9

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Preassessment Tool: Parent Letter Informs parents about unit skills, concepts, and types of unit activities Enlists parents help with resources, artifacts, community connections, etc. Asks for parents insights into their child s interests, strengths, and experiences Informs parents that you will be giving differentiated homework assignments Burns and Purcell, 2002 12

Preassessment Tool: Lists and Surveys Tell me all the words that come to mind when I say oceanography; List the attributes of French Impressionistic paintings; Name several types of land masses; Give examples of foods that contain high fats and sugars. Burns and Purcell, 2002 14

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Preassessment Tool: Products Create a bar graph using data from the sports section of the newspaper Make a landscape drawing with a horizon Show me your latest science lab report Burns and Purcell, 2002 16

Preassessment Tool: Performances or Conferences Explain how you found this answer Import a graphic for the newspaper Create a magic square Use a calculator to solve an equation Read to me Burns and Purcell, 2002 17

Preassessment Tool: Concept Map -Used when teaching concepts and principles -Graphic representation of students understandings -Uses a word bank, web, and links day see in sun see at night is a Star makes a constellation is in has heat space makes hot gas Word Bank Sun Hot gas Space Heat Night Constellation Day Burns and Purcell, 2002 18

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Selecting a Preassessment Tool Nature of the content? Nature of the feedback: individual vs small group vs whole group Time/Efficiency? Burns and Purcell, 2002 22

Preassessment: When? At the beginning of the year? At the end of the year? At the beginning of each semester? At the beginning of a unit? Burns and Purcell, 2002 23

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Student Names Pre-Assessment Post-Assessment % Increase Ashley 65% 90% 25% Allyson 70% 95% 25% Nick 50% 80% 30% Christine 70% 90% 20% Matt 75% 85% 10% Katherine 40% 70% 30% Paige 75% 85% 10% Alaina 70% 90% 20% Tyler 75% 80% 5% Grace 85% 85% 0% Brittany 45% 85% 40% Jessica 75% 90% 15% Jessica 70% 90% 20% Travis 40% 55% 15% Dakota 65% 90% 25% Zach 60% 90% 30% Paul 55% 95% 40% Tim 70% 90% 20% Kevin 45% 85% 40% Matt 75% 80% 5% Russell 45% 75% 30% 1½ 2 wks. Class Average 63% Class Average 85% Average 22% Burns and Purcell, 2002 25

Preassessment: Communicating with Students and Parents Talking with Students What is preassessment? When will we do preassessment? What will a preassessment look like? What will it tell me? Will my score count? Should I tell my Mom and Dad? What am I supposed to know? Talking with Parents What is preassessment? When is preassessment used? What does it reveal? Who sees preassessment data? How will students information be used? What will happen as a result of preassessment? Burns and Purcell, 2002 28

26 29 20 9 25 17 4 4 8 4 17 21 4 + 79 50 Katrina 20 + 83 63 Daniel + 83 63 Kristen 29 + 83 54 Chris 21 25 12 38 17 9 8 4 13 + 88 79 Mckenzy 42 Tracey + 79 54 Ashley + 67 46 Toni + 71 54 Jendayi + 88 63 Alison + 67 63 Chrissy + 83 71 Fr an + 75 71 Cheryl + 96 58 Michael + 88 67 Shelly + 71 54 Sean + 75 67 Lindsay 54 63 Kevin + 71 67 Jen + 79 71 Michael + 75 58 Adam + 67 63 Subby + 42 33 Chuck + 71 58 Dennis Point Difference 2nd Pretest 1st Pretest Name Point Difference 2 nd Pretest 1 st Pretest Name Math Pretest Chapter 2 Burns and Purcell, 2002

What Do We Already Collect? Burns and Purcell, 2002 Burns and Purcell, 2002 29

Flexible grouping is at the heart of differentiated instruction

Flexible grouping: A Definition Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, studentselected, purposeful or random. Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D

Why is flexible instructional grouping a hallmark of the differentiated classroom? It is a critical management strategy in the differentiated classroom. It allows a better instructional match between students needs and what you want students to know, understand, and be able to do. It lets you tailor learning activities according to students needs and learning preferences, and, in the process, gives you time to provide additional instruction or extend learning experiences to particular students or groups. Diame Heacox

Do I need to use flexible groups? If after analyzing preassessment data, no powerful differences exist among students, flexible grouping is not necessary. Flexible grouping is necessary if, after analyzing preassessment data, significant differences exist among students with respect to: interests learn learning style preferences expression style preferences prior knowledge/readiness to In a flexibly grouped classroom, the teacher is trying to ensure that students work in many different grouping arrangements even over a relatively short period of time. Besides creating an optimal learning experience for all students, flexible grouping prevents the bluebird/buzzards phenomenon. Carol Ann Tomlinson Jeanne Purcell

Designing Differentiated Learning Activities for Flexible Groups Open-ended activities and assignments Purposefully designed choices to accommodate learning or expression style differences Purposefully designed tiered assignments Purcell

Tiered Assignments are designed to maximize each student's growth by challenging students with learning experiences that are slightly above their current level of knowledge and performance. Tomlinson

Designing a Tiered Assignment A six step process Identify the content Consider your students needs Create an activity Chart the complexity of the activity Create other versions of the activity Match one version of the task to each student Tomlinson

When creating alternative activities for students, how do you increase the breadth and depth of a lesson? To increase the breadth of a lesson, the teacher first provides a whole group introduction and whole group instruction. S/he might then launch small groups on alternative activities. The key here is to provide students with variety. choice of resources product options alternative activities varying goals open-ended questions and activities choices based on learning style preferences and interests To alter the depth of a lesson, the teacher provides a whole group introduction, whole group initial instruction, and identifies student differences based on prior knowledge, readiness to learn, learning rate, and ability. S/he will then increase or decrease abstraction extent of support sophistication complexity of the goals, resources, activities, products. Tiered assignments lend themselves to this type modification.

TTT: Things Take Time One subject area at a time One unit at a time One lesson at a time One student at a time One strategy at a time One teacher at a time One grade level at a time Burns and Purcell, 2002 50

Where do I begin? Start with material you already have then: analyze the degree of challenge and variety in your current instructional plans. modify, adapt, or design new approaches to instruction in response to your students needs, interests, and learning preferences. work with others whenever possible to design differentiated instruction share what you have developed with fellow teachers

Instructional Sequence in a Differentiated Classroom Lesson introduction Initial teaching Locating or designing a pretest format based on observed or anticipated differences Pretesting Analysis of pretest results Decision making and planning Formation of flexible groups Differentiated teaching and learning activities NRC/CT, University of Connecticut, 1997

An Example Recall a familiar learning task, lesson, or unit. Identify the ways that students differed during the course of this task, lesson. or unit. Which student difference was most powerful? How did you differentiate to accommodate the difference? How did this accommodation impact their learning? Burns and Purcell, 2002

Some Student Differences: Think Back Burns and Purcell, 2002

Now It s Your Turn Identify a curriculum unit. Make sure it is one in which you have witnessed critical differences among students. Select one or more components of the lesson/unit that lends itself to differentiation and develop appropriate alternatives to the content, process, and/or product. Burns and Purcell, 2002 30

Our Learning Community We will teach, guide, and support each other I see in these endeavors the concept of the school as a community of learners; a place where all participants teachers, principals, parents, and students engage in learning and teaching. School is not a place for big people who are learned and for little people who are learners, for important people who do not need to learn and unimportant people who do. Instead, school is a place where students discover and adults rediscover the joys, the difficulties, and the satisfaction of learning (Barth, 1990, p. 43). Barth, R. (1990). Improving schools from within. San Francisco: CA: Jossey-Bass.

JUMP-STARTING OUR THINKING What do you already know about differentiation? What do you already do with regard to differentiation? What additional changes would be called for in your classroom to provide broader or richer differentiation? What do you want to learn about? our needs assessment What do you want to learn how to do? What will you do with what you learn? What are some benefits of differentiation to you (personally and professionally) and to your students that might encourage you to invest time and effort in providing differentiated instruction? What are some factors that might discourage your investment of time and effort in providing differentiated instruction? What changes do you expect to see in instruction? Students? Burns and Purcell, 2002