Losing sight of the shore
This presentation is the property of its rightful owner.
Sponsored Links
1 / 53

LOSING SIGHT OF THE SHORE PowerPoint PPT Presentation


  • 52 Views
  • Uploaded on
  • Presentation posted in: General

LOSING SIGHT OF THE SHORE. DIFFERENTIATING CURRICULUM AND INSTRUCTION Mary Schmidt School Improvement Consultant Heartland AEA 11 [email protected] WHAT ARE YOU?. Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?. G.

Download Presentation

LOSING SIGHT OF THE SHORE

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Losing sight of the shore

LOSING SIGHT OF THE SHORE

DIFFERENTIATING CURRICULUM AND INSTRUCTION

Mary Schmidt

School Improvement Consultant

Heartland AEA 11

[email protected]


What are you

WHAT ARE YOU?

  • Enthusiast?

  • Explorer?

  • Sightseer?

  • Vacationer?

  • Prisoner?


You cannot discover new oceans unless you have the courage to lose sight of the shore

G

You cannot discover new oceans unless you have the courage to lose sight of the shore.

You cannot discover new oceans

unless you have the courage

to lose sight of the shore.


Important questions

IMPORTANT QUESTIONS

  • What 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 practitioners ready to differentiate?


Guiding assumptions

GUIDING ASSUMPTIONS

  • A “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.


Guiding assumptions1

GUIDING ASSUMPTIONS

  • Flexible grouping enables teachers to match student with learning experience.

  • Developing a differentiated classroom takes time, support, and commitment.


What is differentiation

WHAT IS DIFFERENTIATION?


Differentiation ala

DIFFERENTIATION ala...

WEBSTER

“…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 ala1

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 ala2

DIFFERENTIATION ala...

MAKER

“…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 ala3

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.”


Differentiation involves

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

WHY DIFFERENTIATE?


It s the law

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.


  • Reduce risk of underachievement

    REDUCE 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


    Alleviate discipline problems

    ALLEVIATE DISCIPLINE PROBLEMS

    DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM.

    --Susan Winebrenner


    Increase motivation

    INCREASE MOTIVATION

    TWO 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 Experience


    Address learner readiness

    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 esteem

    BUILD SELF ESTEEM

    THE 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

    NORMAL IS ONLY A SETTING ON THE WASHING MACHINE


    Losing sight of the shore

    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 Sizer


    Ways in which individuals can differ

    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 talent


    The grade level curriculum

    THE 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 objectives

    • provides most instruction in large groups

    • bases instruction on the average student

    • uses limited single resources

    • provides few student decision making opportunities


    What can be differentiated

    WHAT CAN BE DIFFERENTIATED?


    Losing sight of the shore

    • CONTENT

    • PROCESS

    • PRODUCT

    • LEARNING ENVIRONMENT


    Differentiating content includes

    DIFFERENTIATING CONTENT INCLUDES:

    • MODIFICATION 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.


    Differentiating process includes

    DIFFERENTIATING PROCESS INCLUDES:

    • Learning 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 skills


    Differentiating product includes

    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

    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


    In differentiated classrooms teachers

    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.


    In differentiated classrooms teachers1

    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.


    The differentiation process

    • Objective

    • Introduction

    • Initial instruction

    • Pretesting

    • Diagnosis

    Depth

    Breadth

    Branching Out

    Managing Flexible Small Groups

    Tiered Assignments

    Altering the Depth

    Alternative Activities

    Adjusting the Breadth

    THE DIFFERENTIATION PROCESS


    Indicators of differentiation

    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

      • Contracts


    Incorporating differentiation within the curriculum

    INCORPORATING DIFFERENTIATION WITHIN THE CURRICULUM

    • 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 activities


    Offering alternative activities to increase the breadth of a lesson

    Product Options

    Choice of Resources

    Alternative Activities

    Varying Goals

    OFFERING ALTERNATIVE ACTIVITIESTo Increase the Breadth of a Lesson

    MISSION CONTROL (The Teacher)

    PROVIDES:

    Whole Group Introduction and

    Instruction and Launches

    Satellites (small groups) on

    Alternative Activities


    Tiered activities to alter the depth of a lesson

    TIERED ACTIVITIESTo Alter the Depth of a Lesson

    KEY FEATURES:

    • Whole Group Introduction

    INCREASE/DECREASE:

    • Whole Group Initial Instruction

    • Abstraction

    • Identification of DevelopmentalDifferences

    • Extent of Support

    • Sophistication

    • Complexity

    of

    Goals/Resources/Activities/Products


    Differentiation as a collaborative effort

    DIFFERENTIATION AS A COLLABORATIVE EFFORT


    Collaboration is

    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.


    Collaborative differentiation requires

    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 consideration


    Losing sight of the shore

    • careful 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


    Instructional questions for collaborative decision making

    INSTRUCTIONAL 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?


    Losing sight of the shore

    WHEN ALL THOSE WITH AN INTEREST IN MEETING THE COGNITIVE, CONATIVE, SOCIAL, AND EMOTIONAL NEEDS OF STUDENTS

    A. WORK AS A TEAM

    B. PURSUE A COMMON GOAL

    C. DISPLAY MUTUAL RESPECT

    D. SHARE RESPONSIBILITY AND

    ACCOUNTABILITY

    E. SUBLIMATE THEIR OWN INTERESTS

    THEN


    Students will flourish as their needs are met through a collaboratively differentiated curriculum

    STUDENTS WILL FLOURISH AS THEIR NEEDS ARE MET THROUGH A COLLABORATIVELY DIFFERENTIATED CURRICULUM.


    How do i know it s working

    HOW 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.


    Where do we begin the policy level

    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.


    Where do we begin the building level

    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.


    Where do we begin the building level1

    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.


    Effective leaders will

    EFFECTIVE 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.


    You ve either got to see the light or feel the heat

    YOU’VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT.


    Losing sight of the shore

    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 t t

    T.T.T.

    Put 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.


    Losing sight of the shore

    If 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 doingYou are probably growing!--Madeline Hunter


    For more information

    FOR MORE INFORMATION...

    http://www.aea11.k12.ia.us/curriculum/differentiated.html


  • Login