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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS(#3INCORPORATING DIFFERENTIATION WITHIN THE CURRICULUM44$Introduction Initial teaching Locating or designing a pretest format based on anticipated differences Pretesting Analysis of pretest results Decision making and planning Formation of flexible small groups Differentiated teaching and learning activitiesKf $ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z -")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/|IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(sx,,  c yg(HH(d'h t ` .S33f77` f3f3f` ___>?" dd@,?lPd@ d lK@ d`lF n?" dd@   @@``@n?" dd@  @@``PR    @ ` `p>> %  (   HF         c ]`e0gֳgֳv @?0 : 2    S ~ f0gֳgֳv @?, 4 : 2    c f0gֳgֳv @?a p : 2    s ]g0gֳgֳvd @?a : 2    c `h0gֳgֳvd @?\ %d : 2    s  i0gֳgֳvd @?P  : 2 .  He0gֳgֳ ? t RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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V ,$D  P m'of Goals/Resources/Activities/ Products*(2%8K(X  C A Cake 06.wmf 0000436F Macintosh HD B767558F: @0 R,$D P   f0[_1?pP  < 2 ^  H[_gֳgֳ ?0 p$D P<4___PPT9 nWhole Group Introduction " x%e=e  HP\_gֳgֳ ?P pp$D P<4___PPT9 uWhole Group Initial Instruction "  x%e=r  Hp]_gֳgֳ ?0 p p$D P<4___PPT9 ,Identification of Developmental Differences -" -x%e=H  0޽h ? .S33f77|  @  ( 00 l  C P__ P    H  0޽h ? .S33f77 !@ (  l  C `_ `   l  C __ @  H  0޽h ? .S33f77 " ( 00 l  C `_ 00    l  0A U??` UH  0޽h ? .S33f77 #@ D(   l  C p`_ 0      C ^_  <$P  H  0޽h ? .S33f77 $@ @8( 00   C b_ <$P  H  0޽h ? .S33f77 @ D(   l  C c_ `     C 0d_ <$P  H  0޽h ? .S33f77 @ :2 (   l  C e_ 0`@     ff_1? @ THEN&  2$   `_1? < 2 l  C p_    H  0޽h ? .S33f77| @  0( ` l  C _ Pp   H  0޽h ? .S33f77  @D(  l  C _ `     C P_ <$P  H  0޽h ? .S33f77 @ PD(  l  C _ 0`     C p_ <$P  H  0޽h ? .S33f77  `P( wY r  S 0_ 0`     S _ <$P  H  0޽h ? .S33f77  pP( wY r  S _ 0`     S p_ <$P  H  0޽h ? .S33f77  D( `` l  C _ `     C 0_ `<$P  H  0޽h ? .S33f77( H(      `P_1? < 2 l  C _   `  c $A ?? `  c $A  ??p P  H  0޽h ? .S33f778' x( 00    ``h`1? < 2 l  C  i`   H  0޽h ? .S33f77\%@ (      `i`1? < 2 x  c $i`0  H  0޽h ? .S33f77 & >6(   l  C l` `     C l`  <$P   0 6A (? p p ( H  0޽h ? .S33f77  (   l  C @m` `   l  C m`    H  0޽h ? .S33f77S  (  R  3      C ` @   These are the questions that frame our discussion of differentiation. The rationale, theory and research assist with answers and guide us to implementation. H  0޽h ? ̙33'  w(  R  3      C ` @   qThere are 4 basic assumptions forming the foundation for differentiation. These were identified by Carol Ann Tomlinson from the University of Virginia at Williamsburg, a leading expert on differentiation. Her research and experience have guided the work of educators everywhere, and her numerous publications are the handbooks for classroom practice in differentiation.H  0޽h ? ̙33  x( `  R  3    ~  C ` @    H  0޽h ? ̙33  ^(   R   3       C a @   lXGifted children are highly at risk for underachievement and dropping out of school; and in one study done in New York state in the early 1980s, it was determined that nearly 20% of high school dropouts would have qualified for gifted and talented programs. (I don t have the citation for this study.)H   0޽h ? ̙33H 3    (  R  3       C @ @   p As you reflect on your attitude about being here, which of the following are you? The enthusiast approaches every day as an adventure and is excited by the prospect of new opportunities to learn and grow professionally. The explorer is willing to go into uncharted territory; the excitement lies in confronting the unknown. The explorer is looking for a payback for his/her effort and trouble. The sightseer is invigorated by a little of this and a little of that. The more variety the better because he/she isn t willing to spend to much time in any one locale but is interested in learning a little about each landmark he/she encounters. The vacationer seeks to get away from it all! There are no expectations on this trip, nor is there any serious intellectual investment. Whether physical or mental, a vacation is the time to rest and relax. And the prisoner& ? Well, we all know what that entails. Throughout this discussion, I challenge each of you to raise your position on the ladder and come to a deeper understanding of the rationale and theory behind differentiation and the need for changing your thinking about teaching and learning to embrace differentiation as everyday classroom practice.H  0޽h ? ̙332     (  R  3       C o @   | I began thinking about differentiation--of course I didn t call it that--back in the late 1980s when I realized that the highest achieving children in my 9th grade English classes weren t getting A s because I was such a wonderful teacher. In fact, it had very little to do with me. They weren t challenged, and they were earning top grades while not working very hard. My answer then was to lobby the administration to group all those brightest kids together for English and to change the curriculum so it met their learning needs. At least it was a start! In the early 1990s when I began a new job as facilitator of middle school and high school gifted and talented programming, differentiation took on a new meaning. I was able to collaborate with classroom teachers to address gifted kids learning needs through modification of regular curriculum. My understanding of differentiation broadened, and I realized that it really does require a shift in one s perspective. I had to become more creative, learn to be a better questioner, and develop a deaf ear to the word  no. Above all, I had to really know my students--their needs, their interests, and their abilities. I had to reinvent my role as  teacher. H  0޽h ? ̙33 0*(  R  3      C ` @   8A differentiated school or classroom necessitates leaving one s comfort zone and striking out courageously to find those new oceans. A wise man once said,  If you always do what you ve always done, you ll always get what you ve always gotten. Are you satisfied with the level of learning in your school and your classroom? Is each student in your building or classroom working to his/her potential without encountering a level of frustration that impedes learning? Or does something need to change? It is incumbent on each of use to remember that it is not just our duty to educate every child; it is our duty to educate EACH child.$}J.H  0޽h ? ̙33F (  R  3      C q @   nWhen I began serious study of differentiation during work on my MA in Gifted Education, I began with the simplest definition I could find--that according to Mr. Webster. This is pretty generic and applies to many situations and contexts. Carol Ann Tomlinson narrows it with a straightforward, simple-to-understand definition that educators everywhere can relate to.H  0޽h ? ̙33v 6.@ (   R   3    4   C a @   Susan Winbrenner s definition reminds us that a comparison of the student s ability and interest to that of age peers is an important consideration. The late Harry Passow invites us to ask three questions and consider the answers. No s to all three would indicate that the activity or lesson is differentiated. Think about something you teach or have kids do. How would you answer these three questions? Turn to someone near you and share your insights., H   0޽h ? ̙33} =5P$( ` $R $ 3    ; $ C @a @   C. June Maker emphasizes the need for recognizing what it is that makes students different from one another and building on those differences to enhance student strengths and optimize their learning.H $ 0޽h ? ̙33# `(s(  (R ( 3     ( C a @   mJames Borland, Teachers College at Columbia University, introduces the concept of defensibility and reminds us that the curriculum we provide for students must be educationally right for them. His special education/gifted education perspective separates those populations from the mainstream and applies the practice to delivery of their curriculum and instruction.H ( 0޽h ? ̙33  p,G(  ,R , 3     , C a @   UAA summary of the previous definitions provides these main points.H , 0޽h ? ̙33;  0(  0R 0 3     0 C a @   Now we have a pretty good idea what it is, but it sure sounds like a lot of work! So why would anybody In his/her right mind do this?H 0 0޽h ? ̙33n  .&4(  4R 4 3    , 4 C @a @   This is what Iowa law (the section dealing with general accreditation standards) says. Charlotte, obviously, you ll need to fix this one. The underlining is mine, added to emphasize that the law dictates differentiation.H 4 0޽h ? ̙33 8:(  8R 8 3     8 C a @   H4You ve all experienced those bright students whose behavior gets  creative when they find classroom activity boring or the struggling student who acts out in an attempt to mask what he/she doesn t know. This may not be the only answer to discipline problems, but it explains a lot.H 8 0޽h ? ̙33N <(  <R < 3      < C a @   These are startling numbers and help put teachers efforts into perspective.H < 0޽h ? ̙33 @N( pP; @R @ 3     @ C @a @   \HThink about a situation from which you emerged feeling empowered and good about yourself. Were you required to work hard? Were you unsure of the outcome--maybe you d be successful; maybe you wouldn t? Did you struggle? When we give children the simplest of tasks to ensure  success, they know our praise for high achievement as a result of minimal effort is hollow. When children learn the relationship between effort and outcome and can face failure with the knowledge they have the power to change the situation, true self-efficacy is theirs. H @ 0޽h ? ̙33*  Dz(  DR D 3     D C ` @   tLook around any classroom in any building in any school district in this country and you will see the truth in this!H D 0޽h ? ̙33 0H7(  HR H 3     H C ` @   E1If we seek to truly improve schools and help the students in them become independent, life-long learners, we must embrace the diversity in our classrooms and suffer the inconvenience of meeting individual needs through well-planned and thoughtfully implemented differentiation practices in our classrooms.H H 0޽h ? ̙33 @L.( ! LR L 3     L C @` @   <(Prior to showing the list, have participants brainstorm their own and then share. The children in our classrooms are individuals each with different abilities, interests, learning profiles and needs. To treat them as  cookie cutter people amounts to educational malpractice.H L 0޽h ? ̙33 PP( Rn PR P 3     P C ` @   *When we think about curriculum in our schools, we tend to think in terms of  grade level. This establishes the norm for what students should know and be able to do. While this standard is laudable, it is important to remember there are pitfalls associated with never deviating from this core. In  The Easy Lie and the Role of Gifted Education in School Excellence, (1995) Carol Tomlinson says,  In the name of efficiency curriculum writers and teachers develop one curriculum per grade level, one lesson plan per class, and define success by one measure. As long as this happens and high ability kids don t struggle, excellence won t be possible. H P 0޽h ? ̙33 TL(  TR T 3     T C a @   ZFIf good practice dictates differentiation, what does a teacher change?H T 0޽h ? ̙33 Xd(  XR X 3     X C a @   r^High ability learners already know much of the grade-level material in a given area of study; struggling learners may never reach the  norm. Teachers, however, must approach each day with the firm belief that all students deserve to be challenged at appropriately and that all can learn at high levels.H X 0޽h ? ̙33) NF\(  \R \ 3    L \ C `` @   In this age of accountability, this is the burning question. We know that data are critical to our roles as educators, so it behooves us to remember that data take many forms and may be gathered through many filters.H \ 0޽h ? ̙33`  `(  `R ` 3     ` C  a @       !"#$%& () +*0246;>?$@ABDEFGHIJKLONMPRQ8:[  Content, process, and product are the three most common areas for differentiation. We might equate content with curriculum, process with instruction, and product with assessment. The alignment of these three elements is critical to sound educational practice and improved student learning. The learning environment is created by the alignment of content, process, and product as well as by the teacher who establishes a nurturing, caring environment. This combination creates the fertile ground on which students love of learning takes shape and grows into a life-long endeavor.""H ` 0޽h ? ̙33 tl`d(  dR d 3    r d # 0@ @    H d 0޽h ? ̙33 `h(  hR h 3     h C Ԁ @   ,Think about the signs you would see in your students if they re experiencing anxiety over the content, tasks, assessments, etc. you are requiring of them. Jot down a few of those signs. Now do the same for boredom. Turn to someone near you and share your perceptions. We must strike a balance and meet students at their instructional level. Piaget s model refers to the acquisition of new information which puts the learner in state of disequilibrium. Being able to assimilate that information into their existing schemata results in a state of equilibrium which is maintained until more new information is taken in, and the cycle begins anew. The challenge is to allow students the appropriate amount of time in the equilibrium state without keeping them there too long (boredom) or moving to more new information before they are comfortable with where the previously acquired information  fits (anxiety).H h 0޽h ? ̙33 pl=(  lR l 3     l C р @   K7According to Carol Tomlinson, process involves the ways learners make sense of the content. As we provide the sense-making opportunities for students--and encourage them to develop their own--it is imperative that each child be give respectful tasks which provide a means to build self-esteem and self-efficacy.H l 0޽h ? ̙33 p0( &Z pR p 3     p C Ҁ @   >Children must be given the opportunity and be challenge to expand their repertoire of product options. Through this  push they will move to higher levels of thinking as they select product options best suited to communicate a particular concept of type of learning to the selected audience. As students participate in assessing their learning, they learn to develop criteria and identify quality, apply those standards to their own work, and engage in the metacognition necessary for high-level, enduring learning.-H p 0޽h ? ̙33 tB(  tR t 3     t C ۀ @   P<Creating a learning environment that fosters differentiation requires teachers to re-think their beliefs and practices. They will need to examine long-held assumptions about what an effective classroom  looks like and adjust the mental models that have guided their practice over time.H t 0޽h ? ̙335 xI(  xR x 3     x C PԀ @   W!These thoughts from Carol Tomlinson challenge some of those commonly-held assumptions. As you read each, think about whether you agree or disagree and whether the statement is a) part of your current practice, b) something you have thought about, or c) something you are not willing to do.$ H x 0޽h ? ̙33 ld|(  |R | 3    j | C p؀ @   As teachers examine their practice with regard to a specific strategy or concept, they often realize they re already doing much of what is recommended. Think about your teaching. Do you have in place any of these structures indicating differentiation?H | 0޽h ? ̙33B" (  R  3      C P @   Can one teacher strike out into the unknown and differentiate solo? Of course! But as we know, all of educational practice is richer when teachers break away from the I ll-close-my-door-and-teach-so-just-leave-me-alone-and-let-me-do-my-thing mentality and become a community of learners who share their practice and their knowledge of students for the benefit of all. That is why collaboration is an essential component of sound differentiation practice.H  0޽h ? ̙33# D<(  R  3    B  C `J @   We ll be working from this definition. Turn to a partner and identify the key words in this definition. (Allow time for pair sharing and then discuss briefly in the large group.) What does this mean for teachers everyday practice?H  0޽h ? ̙337 4(  R  3      C K @   B.The gifted education specialist in your district or building is an important partner in differentiation. Identified children are gifted all day, not just for that small part of the day or week they are directly served by gifted programming. While the focus of differentiation in this discussion is for ALL children, it is important to remember the unmet learning needs of the highest achievers who, despite popular opinion, may NOT  make it on their own. Many gifted children do not succeed because of us, they succeed in spite of us!H  0޽h ? ̙33$ ~v(  R  3    |  C M @   A variety of people are part of the collaboration necessary for differentiation. They must be viewed as  critical friends and essential to the success of improving student learning. Tomlinson identifies three bases for differentiation--student interest, student readiness, and student learning profile. Getting to know students is the key way to ensure success of differentiation. As we all know, time is the greatest impediment to collaboration. If teachers don t have a common planning time, they need to get really creative to carve out those few precious moments to work together. Go for it! Get creative! It s worth it! Remember that we can differentiate for a group of students, but it still may be necessary to individualize for a particular learner.H  0޽h ? ̙33% N(  R  3      C P @   \,This is one component of individualization. --H  0޽h ? ̙331 ((  R  3      C @R @   6"Madeline Hunter reminds us that Piaget s concept of disequilibrium--assimilation--equilibrium applies to teachers in their practice as well as to the students in those teachers classrooms. Professional growth is invigorating. Teachers as life-long learners serve as powerful models for their students and embody Ralph Waldo Emerson s words,  What you do speaks so loudly I cannot hear what you say. H  0޽h ? ̙33 4  Z( 8MdM o R  3      C @O @   h(Will a differentiated classroom happen overnight? Of course not. In The Velveteen Rabbit the Skin Horse tells the Rabbit,  [Becoming Real] doesn t happen all at once. You become. It takes a long time& Generally, by the time you are Real, most of your hair has been loved off, and your eyes drop out, and you get loose in the joints and very shabby. But these things don t matter at all, because once you are Real you can t be ugly, except to people who don t understand. As you evolve in your practice, you will come to internalize Tomlinson s statement that  Differentiation is not a pedagogical  bag of tricks. It is a way of thinking about teaching and learning. It will take a long time to become  Real in your differentiated practice. You ll get tired and frustrated and may occasionally lose your way, but you will never be  ugly to the colleagues who join and support you on the journey. They understand.$D=H  0޽h ? ̙33 . 0Z(  R  3      C pՀ @   hTA differentiated classroom will not fall into your lap because you will it to be so.H  0޽h ? ̙33/ ~v@(  R  3    |  C a @   Carol Tomlinson has said,  You ve either got to see the light or feel the heat. Sometimes feeling the heat isn t enough to bring about change in long-held beliefs and practices. A willingness to examine our mental models and  see the light is a necessary component. Research on professional development points to the need for both pressure and support. Practitioners must feel confident they have a safe environment in which to experiment with differentiation and that the support mechanisms are in place to create their safety net as they hone their skill. 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REDUCE RISK OF UNDERACHIEVEMENTALLEVIATE DISCIPLINE PROBLEMSINCREASE MOTIVATIONADDRESS LEARNER READINESSBUILD SELF ESTEEM0NORMAL IS ONLY A SETTING ON THE WASHING MACHINETHAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore Sizer%WAYS IN WHICH INDIVIDUALS CAN DIFFERTHE GRADE LEVEL CURRICULUM:WHAT CAN BE DIFFERENTIATED?PowerPoint Presentation"DIFFERENTIATING CONTENT INCLUDES:"DIFFERENTIATING PROCESS INCLUDES:"DIFFERENTIATING PRODUCT INCLUDES:/DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES:*IN DIFFERENTIATED CLASSROOMS, TEACHERS...*IN DIFFERENTIATED CLASSROOMS, TEACHERS...INDICATORS OF DIFFERENTIATIONTHE DIFFERENTIATION PROCESSDOFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson2TIERED ACTIVITIES To Alter the Depth of a LessonPowerPoint Presentation*DIFFERENTIATION AS A COLLABORATIVE EFFORTCOLLABORATION IS...)HOW DO GIFTED STUDENTS SPEND THEIR TIME?*COLLABORATIVE DIFFERENTIATION REQUIRES...PowerPoint Presentation:INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKINGlWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTScSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.HOW DO I KNOW ITS WORKING?$WHERE DO WE BEGIN? THE POLICY LEVEL&WHERE DO WE BEGIN? THE BUILDING LEVEL&WHERE DO WE BEGIN? THE BUILDING LEVELEFFECTIVE LEADERS WILL...5YOUVE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT.~REMEMBER THAT NOTHING THATS GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOUVE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison9If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you dont quite know what you are doing You are probably growing! --Madeline HunterT.T.T.FOR MORE INFORMATION...  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles7 8@ _PID_HLINKS'AT :http://www.aea11.k12.ia.us/curriculum/differentiated.html@B$LJU K@B$ZYeZ@B$)q>?(ߍe-s'@b$o }2@C x1?f@8g4NdNdt$p@) $MS_ClipArt_Gallery\@* $MS_ClipArt_Gallery\@+ $MS_ClipArt_Gallery\@, $MS_ClipArt_Gallery\@9 $MS_ClipArt_Gallery\@ : $MS_ClipArt_Galleryrhttp://www.aea11.k12.ia.us/curriculum/differentiated.htmlrhttp://www.aea11.k12.ia.us/curriculum/differentiated.html\@(A $MS_ClipArt_Gallery@)EClip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery\@*F $MS_ClipArt_Gallery@UM Chart MSGraph.Chart.800Microsoft Graph 98 Chart,/ 0`DTimesMTncery0`Z@(:DArialMTncery0`Z@(:" DTimes New Roman0`Z@(:0DWingdingsRoman0`Z@(:@DArchitectRoman0`Z@(:PDApple Chancery0`Z@(:`DSymbolhancery0`Z@(:pDCurlz MTncery0`Z@(: a .  @n?" dd@  @@`` |Xje      !"#$(')*$+,-/01234567:98;=<%&B?@A.J C>DEFGHIKLMRSTUNPQOVWXYZ[\]^_`abcdeOpR$ N& !LWkKv@B$=T~ aobav@B$P^x"[ ԭEbL9@B$2cogf"7 @B$5w$4d3a} @B$]{8jtAeY}@B$ ήd,<v@B$W'a;E{JۘP,^ T@B$Ų&Gs:B `@B$.zapgU`m@B$|5㴶(W/XcM (@B$S1yv^u@B$q2N`E \@'@B$EX^a ]g.g@B$oz+Eì/Ȼc@$@B$LJU K@B$ZYeZ@B$)q>?(ߍe-s'@b$o }2@C x1?f@8g4OdOdt$hppp@  <4BdBdB- @g4SdSd4@p@ ppuʚ;6+,ʚ;<4!d!dB- uʚ;<4ddddB- uʚ;r___PPT9TL  h___PPT2001D<4X@? %O =kLOSING SIGHT OF THE SHORE 0DIFFERENTIATING CURRICULUM AND INSTRUCTION Heartland Curriculum Network Mary Schmidt School Improvement Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us:GT, @3 WHAT ARE YOU?6Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS(#3INCORPORATING DIFFERENTIATION WITHIN THE CURRICULUM44$Introduction Initial teaching Locating or designing a pretest format based on anticipated differences Pretesting Analysis of pretest results Decision making and planning Formation of flexible small groups Differentiated teaching and learning activitiesKf $ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z -")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w)sx,,  c yg(HH(d'h  ) PH (   l  C P K   [   fP1?"a ?Objective Introduction Initial instruction Pretesting Diagnosis: 0K260K ?+  L ]%H   # \    `@P1?"]3 H  ?Breadth(2   `P1?" . C  JDepth ((2B B  fD1?"| %< ( B    fD1?"< %3    fP1?"   C Branching Out(2   fP1?" OU bManaging Flexible Small Groups((2   `P1?"mb  t,Alternative Activities Adjusting the Breadth,(28K-   `P1?"N C {%Tiered Assignments Altering the Depth:(28K%B @ # lD1?" /B  # lD1?" (B  # lD1?" r B @ # lD1?" n O B  # lD1?"@VVB  # lD1?"pH  0޽h ? .S33f77 Pf(  R  3      C  @   t`As this graphic illustrates, differentiation requires a different type of classroom management. H  0޽h ? ̙33rz!\w3kVQmw  ( HG  \@@+ $MS_ClipArt_Gallery\@, $MS_ClipArt_Gallery\@9 $MS_ClipArt_Gallery\@ : $MS_ClipArt_Galleryrhttp://www.aea11.k12.ia.us/curriculum/differentiated.htmlrhttp://www.aea11.k12.ia.us/curriculum/differentiated.html\@(A $MS_ClipArt_Gallery@)EClip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery\@*F $MS_ClipArt_Gal      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz|~{    8 !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~vlery@UM Chart MSGraph.Chart.80*Microsoft Graph Chart@xDocument Word.Document.80.Microsoft Word Document,/ 0`DTimesMTncery0 [@'KDArialMTncery0 [@'K" DTimes New Roman0 [@'K0DWingdingsRoman0 [@'K@DArchitectRoman0 [@'KPDApple Chancery0 [@'K`DSymbolhancery0 [@'KpDCurlz MTncery0 [@'K a .  @n?" dd@  @@``  xp   !#&(*,.0 24 86:<>@GEI$KNPTUVWXYZ[\_^]`baBD%R$   "'+-/1357;h9)=?ACFOQScdnomlHJpp@  <4BdBdB- @g4SdSd4@p@ ppuʚ;6+,ʚ;<4!d!dB- uʚ;<4ddddB- uʚ;r___PPT9TL  h___PPT2001D<4X@? %O =kLOSING SIGHT OF THE SHORE 0DIFFERENTIATING CURRICULUM AND INSTRUCTION Heartland Curriculum Network Mary Schmidt School Improvement Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us:GT, @3 WHAT ARE YOU?6Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS(#3INCORPORATING DIFFERENTIATION WITHIN THE CURRICULUM44$Introduction Initial teaching Locating or designing a pretest format based on anticipated differences Pretesting Analysis of pretest results Decision making and planning Formation of flexible small groups Differentiated teaching and learning activitiesKf $ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z -")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w)sx,,  c yg(HH(d'h  e](  R  3    c  C k @   As this graphic illustrates, differentiation requires a different type of classroom management. The top box identifies the basic steps teachers will follow. By engaging in this process, teachers will allow students to experience greater depth and or breadth in their study. Expanded breadth is achieved primarily through alternative activities which allow students to learn a broader range of content, often skipping what they already know, while depth is achieved through tiered assignments which are parallel tasks at varied levels of difficulty. The challenge for teachers is the management of the flexible small groups--a real change in the way of doing business for many teachers, especially those at secondary.&H  0޽h ? ̙33rmwqmSw ( HG t \@& $MS_ClipArt_Gallery\@' $MS_ClipArt_Gallery\@( $MS_ClipArt_GallL(H;O Hn=SuL&k|?xkַjUvU:#ZB&yD*Or܀to歌dE'=?|۴o5j?QU$.kik};FRljD#[+` HEUnR229d_z݁*}[5a][v;p6Mr=\o:ib&̧&+zOn]aK<w@3ߦ5VY}O ϦEѾHܜ.ՖO%y ,f-6mmOzLG Fzv݉H399q 5j7rZ&eTe^+*sm^[|h{Bǝy_,V E&l-]-+gݓW>0}1Pl 9{_;_jbh9^K7گڿzO{Wm"n9 @^w޿ҿ¿eC7ukcijoyп¿oҿ;Um=6Qoy= n7f魬i^[I˕^ȿTsOwޯXx'@-vvyy84tV'Bԓ2_U[}kBK5a[Q+a= lۆK`r7W@ƕ%eh=@V*[I'DD%+[a=kڍփV0Ry{7!V$VŠJ t$2Z}/M%YB& cVگk>%MTFfKe\+WU+yݿھo]~[3z:*3顏yZ=0s<.v*l.Szoj_7rY^Qmer]k)jږWr[HV=;65=naQ+eFfU7~qBãf=GW~[e?huo$g:|EݝY8rZǵ&j/r5bVr-? xLJde_vNP(ǜ~C#"+pXDo {"8|$ᐨ/9a98R !)|I|9>x_xcvq kز!`rw;QZK+0i˯[N^L1c>X8Z \C9"Ȧ~9s}z 0ϲF-CNRK* & !N+%He@ky0e)FX&\$TEB2b$gZBDE".$SŲqc#1̶8"6l:yJX44̵2CɄXȣt75;6]Nb7o|'Y~##q YțD+@4˜%iOWahD4f)K"E3%KEs҂D]n.ъ;=*:Arq? 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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, altX֎uIk>X֌VK_Gknd any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w){*|+},sx,,  c yg(HH(d'h  * #(   l  C v       C pv " <$D P  X  C A Earth 19.wmf 0000436F Macintosh HD B767558F:@@ ,$D PF  # @  S ASatellite 05.wmf 0000436F Macintosh HD B767558F:"   # lv1?" UChoice of Resources& 2l  @r @ r,$D,  C ASatellite 05.wmf 0000436F Macintosh HD B767558F: @F    fPu1?pr QProduct Options& 2F 0 z "  0 z@  S ASatellite 05.wmf 0000436F Macintosh HD B767558F:"0 P     # lP6c1?" z XAlternative Activities& 2l    0`,$D,  C ASatellite 05.wmf 0000436F Macintosh HD B767558F:* @    `1?@` O Varying Goals& 2 `   c $A )??  )` ! c $A *??  *H  0޽h ? .S33f77f + ( 33f l  C p 0     C   D<$D P  &x%e=   f1? ,$D P HINCREASE/DECREASE: 2    f1?,$D P A Abstraction  2    f1? ,$D P UExtent of Support 2J   f1?0 ,$D  P DSophistication 2    f1?0 P ,$D  P @ Complexity  2 7   f1? V ,$D  P m'of Goals/Resources/Activities/ Products*(2%8K(X  C A Cake 06.wmf 0000436F Macintosh HD B767558F: @0 R,$D P   f1?pP  < 2 `  H0gֳgֳ ?0 r$D P>6___PPT9 nWhole Group Introduction " x%e=g  Hgֳgֳ ?P pr$D P>6___PPT9 uWhole Group Initial Instruction "  x%e=t  H0gֳgֳ ?0 p r$D P>6___PPT9 ,Identification of Developmental Differences -" -x%e=H  0޽h ? .S33f77, JB(    # lA ?1?  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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/H n \@& $MS_ClipArt_Gallery\@' $MS_ClipArt_Gallery\@( $MS_ClipArt_Gallery\@) $MS_ClipArt_Gallery\@* $MS_ClipArty THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w){*|+},sx,,  c yg(HH(d'h # N(  R  3      C pN @   \HWe ll be working from this definition. Turn to a partner and identify the key words in this definition. (Allow time for pair sharing and then discuss briefly in the large group.) What does this mean for teachers everyday practice? What changes will it necessitate in the way you do business?H  0޽h ? ̙33R[x[\T?FJA4`"ŊX(T X1v XQ Ƃ]#ۋE5Z}}g]`Q<{g~?;3sgΜ93sӧl}^ x4JhZ*Y@+zhC ! 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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**(_Gallery\@+ $MS_ClipArt_Gallery\@, $MS_ClipArt_Gallery\@9 $MS_ClipArt_Gallery\@ : $MS_ClipArt_Galleryrhttp://www.aea11.k12.ia.us/curricu the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w){*|+},~-./012sx,,  c yg(HH(d'h  - `D(   l  C 06 `     C 6 <$P  H  0޽h ? .S33f77 .1 :2p(   l  C 8 0`@     fp81? @ THEN&  2$   `91? < 2 l  C 09    H  0޽h ? .S33f77| /2  ( ` l  C ; Pp   H  0޽h ? .S33f77 03 D(  l  C [V 0`     C @҃ <$P  H  0޽h ? .S33f77 1 P( wY r  S փ 0`     S Ճ <$P  H  0޽h ? .S33f77 2 D( `` l  C ؃ `     C ك `<$P  H  0޽h ? .S33f77) \4(  \R \ 3     \ C  @   B.In this age of accountability, this is the burning question. We know that data are critical to our roles as educators, so it behooves us to remember that data take many forms and may be gathered through many filters. Be sure to match the data sources and types carefully to the question to be answered.H \ 0޽h ? ̙33$ nf(  R  3    l  C 0O @   A variety of people are part of the collaboration necessary for differentiation. They must be viewed as  critical friends and essential to the success of improving student learning. Tomlinson identifies three bases for differentiation--student interest, student readiness, and student learning profile. Getting to know students is a key to the success of differentiation. As we all know, time is the greatest impediment to collaboration. If teachers don t have a common planning time, they need to get really creative to carve out those few precious moments to work together. Go for it! Get creative! It s worth it! Remember that we can differentiate for a group of students, but it still may be necessary to individualize for a particular learner.H  0޽h ? ̙33% XP(  R  3    V  C PP @   This is one component of individualization. Each teacher should have a repertoire of options and strategies built over time. According to Carol O Connor, an expert in differentiation, it takes at least three years for teachers to build the skills to differentiate well. In the truly differentiated classroom, each learner would have a personalized/individualized education plan. Without careful monitoring of student progress toward the PEP goals set for him/her, we won t know if the differentiation plan is making a difference in that student s achievement. On-going assessment is a critical component of differentiated classrooms. The importance of communication is a given to create the collaborative environment essential to success. H  0޽h ? ̙33. 0(  R  3      C  @   &A differentiated classroom will not fall into your lap because you will it to be so. It will take lots of hard work, trying new strategies, failing, and picking yourself up to try again. But it is good practice. And it will please you--if not right away, at least over time.H  0޽h ? ̙33X& ( w` R  3      C Po @   The stakeholders in a child s educational well-being must address these questions throughout the process. Notice that these questions match the areas which can be differentiated--content, process, and product.H  0޽h ? ̙33t' 4,(  R  3    2  C r @   This slide doesn t need much explanation! Remember that differentiation is way of thinking about teaching and learning and then consider how these conditions might require teachers to adjust their mental models to that end.H  0޽h ? ̙33( (  R  3      C ( @   %This is the goal!H  0޽h ? ̙33* c(  R  3      C ( @   q]Certainly, one teacher may differentiate in his/her classroom; but for the highest degree of implementation and success, a systemic approach is most effective. It is critical to put policies into place ensuring the philosophical foundation for differentiation that will transcend administrative and staff turnover. These are some policy suggestions.H  0޽h ? ̙33, F>( (l0 R  3    D  C x @   Working from the policy level, buildings can then put structures in place for differentiation to  grow. H  0޽h ? ̙330 T(  R  3      C u @   bNWithout administrative support, differentiation won t work. 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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDlum/differentiated.htmlrhttp://www.aea11.k12.ia.us/curriculum/differentiated.html\@(A $MS_ClipArt_Gallery@)EClip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery\@*FENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. 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Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?)RdO)QI!Pictures+<PowerPoint Document(  SummaryInformation(}@)/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w){*|+},~-./0123456sx,, g(HH(dh d 4   (    l  C ;     H  0޽h ? .S33f77 " ( 00 l  C 0q 00    l  0A U??` UH  0޽h ? .S33f77N 3    (  R  3       C  @   h As you reflect on your attitude about being here, which of the following are you? The enthusiast approaches every day as an adventure and is excited by the prospect of new opportunities to learn and grow professionally. The explorer is willing to go into uncharted territory; the excitement lies in confronting the unknown. The explorer is looking for a payback for his/her effort and trouble. The sightseer is invigorated by a little of this and a little of that. The more variety the better because he/she isn t willing to spend to much time in any one locale but is interested in learning a little about each landmark he/she encounters. The vacationer seeks to get away from it all! There are no expectations on this trip, nor is there any serious intellectual investment. Whether physical or mental, a vacation is the time to rest and relax. And the prisoner& ? Well, we all know what that entails. Throughout this discussion, I challenge each of you to raise your position on the ladder and come to a deeper understanding of the rationale and theory behind differentiation and the need for changing your thinking about teaching and learning to embrace differentiation as everyday classroom practice.(RgH  0޽h ? ̙33 tl (  R  3    r  # P @    H  0޽h ? ̙336 tl(  R  3    r  # ( @    H  0޽h ? ̙33- tl(  R  3    r  # - @    H  0޽h ? ̙33xXMlTU>L[(NgƖ!liP)":ڎEi%MPK7 ht q1FH\]BCwv'`/߼9s=onXqܕW#,yhBAHSSe9dIyCЅ1/|^Oо?!c]^M'lvg-N討9k^:F _JK%9;(Axޞk iYWzvgyg_>>m_,xʁ%$>=EvLerX+U@-B@=kOx7 < 4-F l6ӓj>E@5y}db8 t%c'tnHP,9ٺ>A7N7Ў.]vV!PgG_D78p8W( Q47KŔ KiS[~7/ ;ІiivFy-Z1u}˵']2ښQ f`KQ}A㼖-X bSc衮wߋsԷZ>D6M;GbNJ2cu\ve~}3RJ2أn<hŽH_;.-fHO[*#oSM\"$#C,F)fyCR i.~~2g+󽈡6IL4H.i0x t#pqjsxo3x,gg4WiTx AQ.*9 `pTuQύ)4Zq*W }͞mb-_8k}er;'Mݿzp azϓsiN02KG]g|߱sZ(]XӎK.)Mܣ BNsrQbo?x@5ʳ~$ N).;X |H7?EeEc%Iqy$.utLQM&\_c J ,! Iwf4NDjtZz UQĎ{)]E5& Bt^)<ku7zGbzΠwc#t2Q+9!Fqό0@?wȀqR.nϐ5,u R] }*ۗ7o-^r\XJSsm{sϟ;]DZsͦ5[W3ӏ r4jL El~O%n0{y7{|3I ( HG n \      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFHMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwyz{|}~LMefgijkp_R$ N& !LWkKv@B$=T~ aobav@B$P^x"[ ԭEbL9@B$2cogf"7 @B$5w$4d3a} @B$]{8jtAeY}@B$ ήd,<v@B$W'a;E{JۘP,^ T@B$Ų&Gs:B `@Bs@  !"#$%&'()*+,-./0123456789:;<=>?ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrtuvwxyz{|}~DocumentSummaryInformation8Current User;,  !"#$%&'()*+,-./0123456789:P:http://www.aea11.k12.ia.us/curriculum/differentiated.htmlP$_ CTAgency Staff$.zapgU`m@B$|5㴶(W/XcM (@B$S1yv^u@B$q2N`E \@'@B$EX^a ]g.g@B$oz+Eì/Ȼc@$@B$LJU K@B$ZYeZ@B$Dž%@Qk9R.A:@b$o }2@B$%;(Nd$:*@C x1?f@8g4NdNdtppp@  <4BdBd- @g4SdSd4@p@ ppuʚ;6+,ʚ;<4!d!d- uʚ;<4dddd- uʚ;r___PPT9TL  h___PPT2001D<4X@? %O =jLOSING SIGHT OF THE SHORE 0DIFFERENTIATING CURRICULUM AND INSTRUCTION Heartland Curriculum Network Mary Schmidt School Improvement Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us:GT, @3 WHAT ARE YOU?6Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?77$SHARING MY PASSION"< VYou cannot discover new oceans unless you have the courage to lose sight of the shore.$WV:7 IMPORTANT QUESTIONSWhat is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in? How does one assess the success of efforts to differentiate? What are the recommendations for instructional leaders in schools ready to differentiate? GUIDING ASSUMPTIONS8A  teach to the middle or  one size fits all classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms than a classroom which offers various learning opportunities designed to meet different learning needs. A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they ve learned.2  1 2 GUIDING ASSUMPTIONSFlexible grouping enables teachers to match student with learning experience. Developing a differentiated classroom takes time, support, and commitment.BN 3 3K 4WHAT IS DIFFERENTIATION?<  DIFFERENTIATION ala...RWEBSTER  & to make unlike; to develop specialized differences in&  TOMLINSON  & shaking up what goes on in the classroom so that the curriculum is a better fit for all.  DIFFERENTIATION ala...WINEBRENNER  ...giving kids stuff their age peers can t handle and wouldn t want to. PASSOW  SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is  yes then it isn t differentiated.  DIFFERENTIATION ala...nMAKER  & Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.  DIFFERENTIATION ala...BORLAND  & a course of study that is in some manner different from the one to which students in the mainstream are exposed& Differentiation is not enough. To be appropriate, a curriculum for& students must be defensible as well& Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for& students. hh  DIFFERENTIATION INVOLVES...-creating specialized differences in curricular experiences creating multiple options for knowledge acquisition, sense-making, and product creation providing different work, not more of the same building on the characteristics which create differences providing what is educationally right for learners.. WHY DIFFERENTIATE?"<  IT S THE LAW!12.5(12)Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population goals and performance measures a qualitatively differentiated program to meet the students cognitive and affective needs staffing provisions an in-service design a budget qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools. Cyc,cccZcjcc2REDUCE RISK OF UNDERACHIEVEMENT" $ Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn t meaningful, we may get turned off enough so that we don t want to learn anything anywhere. We may simply drop out. William Glasser Schools Without Failure F ALLEVIATE DISCIPLINE PROBLEMS")`DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM. --Susan Winebrenner>GG#U INCREASE MOTIVATIONTWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal ExperiencefZKZ*+ADDRESS LEARNER READINESS"*WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis:BUILD SELF ESTEEMHTHE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES. --Sylvia Rimm$% /NORMAL IS ONLY A SETTING ON THE WASHING MACHINE&0/Hy THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS. --Theodore SizerF $$ $WAYS IN WHICH INDIVIDUALS CAN DIFFER%%&Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talentTHE GRADE LEVEL CURRICULUM:exposes all students to the same skills and content sets predetermined completion times stresses a single activity expects all students to achieve all objectivesWHAT CAN BE DIFFERENTIATED? <  ZCONTENT--What students learn PROCESS--How they learn it PRODUCT--How students show what they ve learned LEARNING ENVIRONMENT--The conditions under which learning takes shapeZ((((()((1(!DIFFERENTIATING CONTENT INCLUDES:""!(tModification of the rate of learning including The point at which learners are allowed to begin study The rate at which they are allowed to learn The point at which they leave an area of study Opportunities for student-selected areas of study within and across disciplines. The modification of the complexity in the area of study. A multidisciplinary approach to learning.B/ZZZ/!DIFFERENTIATING PROCESS INCLUDES:""(2Learning and using higher order thinking skills creative thinking critical thinking problem solving Application of abstract thinking skills to student-appropriate content resulting in products at a level of sophistication appropriate for the student Integration of basic skills and abstract thinking skillsH0403!DIFFERENTIATING PRODUCT INCLUDES:""(Learning and using multiple forms for communicating learning The opportunity to present information to diverse and appropriate audiences The opportunity for learners to participate in the assessment of learning activities and the resulting product forms .DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES://(/Groupings which are fluid and flexible and approximate real-life situations Access to various materials and resources An atmosphere which encourages expression of new ideas, acceptance of diversity, and exploration Experiences reflecting learner interests and ideas Honoring the dignity of all learners 00C5)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$begin where students are, not at the front of the curriculum guide. build upon the premise that learners differ in important ways. engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. ensures that students focus more on individual growth than on competition with other students. recognize that each student s roadmap to learning differs from that of others. believe that students should be held to high standards.  D6)IN DIFFERENTIATED CLASSROOMS, TEACHERS..."*)$ensure that struggling, advanced, and in-between learners think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. help students learn that success is achieved through hard work. use time flexibly. employ a range of instructional strategies. become partners in learning with their students. accept, embrace, and plan for the commonalities and differences learners bring to their classrooms.""INDICATORS OF DIFFERENTIATION(Consistent use of pretesting A decrease in the frequency of large group activities An increase in: Small group teaching activities Flexible small group learning activities An increase in individual alternatives: Centers Homework ContractstcUIU(UUcH( !THE DIFFERENTIATION PROCESS($ COFFERING ALTERNATIVE ACTIVITIES To Increase the Breadth of a Lesson<DK$(# MISSION CONTROL (The Teacher) PROVIDES: Whole Group Introduction and Instruction and Launches Satellites (small groups) on Alternative ActivitiesZ%!1TIERED ACTIVITIES To Alter the Depth of a Lesson.2K$ KEY FEATURES:$Z z8-")DIFFERENTIATION AS A COLLABORATIVE EFFORT"*)< .#COLLABORATION IS...& THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.&Z$L7(HOW DO GIFTED STUDENTS SPEND THEIR TIME?))/$)COLLABORATIVE DIFFERENTIATION REQUIRES...**( the input of teachers, parents, learners, mentors, gifted/special education specialists, counselors, administrators, and any other parties with an interest in the education of the individual a knowledge of the learner s interests, learning styles, level of motivation, social-emotional needs, and cognitive ability time for collaboration to occur individualization for the learner under consideration0% vcareful selection of the appropriate programming option or strategy tailored to meet the identified needs of the learner construction of the IEP/PEP designed for the learner monitoring of learner needs, progress, and goal attainment regular communication among all parties with an interest in the learner s progress<<1&9INSTRUCTIONAL QUESTIONS FOR COLLABORATIVE DECISION MAKING::$What skills/concepts/behaviors/strategies does the learner currently have? What skills/concepts/behaviors/strategies does the learner need to learn? How does the learner learn best? How will all parties know when the learner is progressing?2'kWHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTSll  A. WORK AS A TEAM B. PURSUE A COMMON GOAL C. DISPLAY MUTUAL RESPECT D. SHARE RESPONSIBILITY AND ACCOUNTABILITY E. SUBLIMATE THEIR OWN INTERESTS3(bSTUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.cc 4)6HOW DO I KNOW IT S WORKING?LISTEN TO AND OBSERVE THE KIDS MONITOR AND MEASURE ATTAINMENT OF GOALS DEVELOP BEHAVIORIAL CHECKLISTS YOU SEE MOTIVATED, ENGAGED, SELF-DIRECTED LEARNERS ABLE TO FUNCTION AND THRIVE WITHIN AN ENVIRONMENT WHICH CHALLENGES THEM.5*#WHERE DO WE BEGIN? THE POLICY LEVEL,$$DEVELOP BOARD, DISTRICT, AND SCHOOL GOALS CENTERED ON MAXIMIZING EACH STUDENT S LEARNING CAPACITY. DEVELOP STEADY AND CONSISTENT LONG-TERM GOALS FOR FUNDING, STAFF DEVELOPMENT, HIRING, TEACHER AND ADMINISTRATOR ASSESSMENT, AND POLICY MAKING. STUDY AND PLAN FOR THE VARIOUS STAGES OF THE CHANGE PROCESS IN REGARD TO DIFFERENTIATION."LK7,%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$-BEGIN SMALL. TRY A FEW PILOT TEACHERS AND CLASSROOMS. BEGIN WITH TEACHERS WHO HAVE THE SKILL AND WILL TO CHANGE. CREATE TEAMS OF TEACHERS. COLLEGIALTIY, NOT ISOLATION, NOURISHES NEW IDEAS. GO FOR ACTION AND APPLICATION. ADJUST SCHOOL SCHEDULES TO PROVIDE TEACHERS LARGER BLOCKS OF UNINTERRUPTED TIME...8-%WHERE DO WE BEGIN? THE BUILDING LEVEL,&$;CONSIDER ADOPTING MULTIPLE TEXTS INSTEAD OF ONE FOR A GIVEN SUBJECT AND GRADE LEVEL. CONSIDER MODIFIED REPORT CARDS TO PROVIDE A LOOK AT PERSONAL GROWTH INSTEAD OF, OR IN ADDITION TO, GROUP COMPARISONS. CONSIDER NARROWING THE RANGE OF LEARNERS IN SOME CLASSROOMS. DEVELOP COTEACHING AND COLLABORATIVE RELATIONSHIPS.<<=0EFFECTIVE LEADERS WILL...make time for teachers to plan differentiated lessons. provide opportunities to visit differentiated classrooms. give access to a wide range of learner materials. create an environment where teachers feel safe trying a new approach w/o fear of judgement. give meaningful, targeted feedback about teachers work with differentiation. provide support networks.gg;/hYOU VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT. 54< <.REMEMBER THAT NOTHING THAT S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison@~T  >1pIf you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don t quite know what you are doing You are probably growing! --Madeline Hunter49' % B4T.T.T."<LPut up in a place where it s easy to see, The cryptic admonishment, T.T.T. When you feel how depressingly slow you climb It s well to remember that THINGS TAKE TIME.DJDK?2FOR MORE INFORMATION...9http://www.aea11.k12.ia.us/curriculum/differentiated.html::a""99:9:/IJKNOQRSTU V W X Y Z[\]^_`abcdfghijklm n!o"p#q$r%s&t'u(w){*|+},~-./0123456sx,, g(HH(dh  "  ( 00 l  C e 00    l  0A U??` U   fh1?`p  d(Starko, 1986) 2H  0޽h ? .S33f77V%L (      `1? < 2 x  c $00  B  s *޽h ? .S33f77 @ !(   R   3       C `4 @   /Gifted children are highly at risk for underachievement and dropping out of school; and in one study done in New York state in the early 1980s, it was determined that nearly 20% of high school dropouts would have qualified for gifted and talented programs. H   0޽h ? ̙33_   4(  4R 4 3     4 C {E @   This is what Iowa law (the section dealing with general accreditation standards) says. The underlining is mine, added to emphasize that the law dictates differentiation.H 4 0޽h ? ̙3300 (  R  3      C p  @   NWithout administrative support, differentiation won t work. These are suggestions from Allen and Tomlinson s book Leadership for Differentiating School and Classrooms.$r4H  0޽h ? ̙33r0> L N Y 1 2i