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Differentiation: What Works? . Fall Symposium in Atlanta, 2007 With Lin Kuzmich. Critical Questions. What is differentiation? What does and does not work in differentiation initiatives?.

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Differentiation what works l.jpg

Differentiation:What Works?

Fall Symposium in Atlanta, 2007

With Lin Kuzmich


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Critical Questions

  • What is differentiation?

  • What does and does not work in differentiation initiatives?

Kuzmich, 2007


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Life is a series of collisions with the future; it is not a sum of what we have been but what we yearn to be. - Jose Ortega Spanish Philosopher

Kuzmich, 2007


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Why Differentiation Does Not Succeed in Schools… sum of what we have been but what we yearn to be.

  • When there is a lack of attention to trust and climate issues in a building or system

  • A book study does not make an initiative stick.A film or workshop does not make an initiative stick.

  • When it is just about teachers and not about students

Kuzmich, 2007


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Why Differentiation Does Not Succeed in Schools… sum of what we have been but what we yearn to be.

  • When it is about differentiation as a method and not about meeting diverse student needs

  • When teachers are expected to bring it about in isolation

  • Lesson plans alone do not make a classroom differentiated.

Kuzmich, 2007


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So, What Does it Look Like? sum of what we have been but what we yearn to be.

There are four supporting systems that interact to make differentiation a natural next step.

Kuzmich, 2007


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Supporting Structures For sum of what we have been but what we yearn to be.Natural Differentiation

  • Aligned Curriculum and Assessments

  • Strategy Toolkit

  • Personal Connections

  • Diagnostic Thinking

Kuzmich, 2007


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Rigor sum of what we have been but what we yearn to be.

Relevance

Aligned Formative and Summative Assessments

Performance-based

Concept-based

Critical questions

Powerful standards

1. Aligned Curriculum and Assessments

Kuzmich, 2007


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Rigor and Relevance Framework sum of what we have been but what we yearn to be.

Rigor

Relevance

From: the International Center for Leadership in Education

Kuzmich, 2007


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2. Strategy Toolkit sum of what we have been but what we yearn to be.

  • Literacy: Thinking and communicating across content areas, DTQ Literacy

  • Critical thinking

  • Brain friendly

  • Multiple intelligences or learning styles

  • Research-based

  • Subgroup specific

Quick Write

Kuzmich, 2007


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Classroom Data Collection sum of what we have been but what we yearn to be.: Areas forFocus and Support

Thinking

Process, product or performance

Content

Relationship and Reflection

Independence

Standards Basis:

Areas for Focus and Support

Rigorous

Relevant

Leverage

Endurance

Readiness for next level

Selection of Strategies

Kuzmich, 2007


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Researched-based Best Practices sum of what we have been but what we yearn to be.

Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001

Kuzmich, 2007

42


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3. Personal Connections sum of what we have been but what we yearn to be.

For students and staff:

  • Relationships

  • Reflection

  • Trust

  • Coaching and mentoring

  • Involvement

  • Learning communities

Kuzmich, 2007


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Students exhibit purposeful action. sum of what we have been but what we yearn to be.

Students can describe next steps.

Students appropriately ask for assistance.

Students’ questions are about aspects of complex thinking rather than procedure.

Students adhere to class norms.

Students’ attitude and demeanor are positive.

Students collaborate as needed without prompts.

Students positively reinforce each other through various types of interaction.

Students can self-evaluate work in progress.

Monitoring a Culture of Learning

Kuzmich, 2007


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Student Engagement sum of what we have been but what we yearn to be.

  • Cultivate one-on-one relationships

  • Learn new skills and habits

  • Incorporate systematic strategies

  • Take responsibility for student engagement practices

  • Promote schoolwide culture of engagement

  • Professional develop is an important part of increasing student engagement

    From ICLE’s new Kit on Student Engagement

Kuzmich, 2007


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The “How to” for Student Engagement sum of what we have been but what we yearn to be.

  • Design for rigorous and relevant learning

  • Personalize the learning giving choices, attending to learning styles, and using background knowledge and talents

  • Use active learning strategies

  • Focus on literacy in ALL classes

  • Create the ideal classroom environment physically, visually, and emotionally

    From ICLE’s new Kit on Student Engagement

Kuzmich, 2007


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Student Success = Our Future Success sum of what we have been but what we yearn to be.

Successfully intelligent people are flexible in adapting to the roles they need to fulfill. They recognize that they will have to change the way they work to fit the task and situation at hand, and then they analyze what these changes will have to be and make them. Sternberg, 1986 (p.153)

Kuzmich, 2007


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4. Diagnostic Thinking sum of what we have been but what we yearn to be.

  • Assessment-based planning

  • Formative and summative data design, collection, and analysis

  • Tactical selection of strategies based on data

  • Strategy analysis

  • Diagnostic dialogue

  • Student Growth

Kuzmich, 2007


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  • Comprehension sum of what we have been but what we yearn to be.

  • Recall

  • Modeling other levels of thinking

  • Checking for level

Total Group

Alone

Paired

Small

Groups

  • Analyze

  • Synthesize

  • Adaptive reasoning

  • Evaluation

  • Analytical

  • Synthesize

  • Decision making

  • Evaluation

  • Systems thinking

  • Application

  • Decision making

  • Criteria establishment

  • Comprehension

Kuzmich, 2007


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Curriculum Matrix Thinking sum of what we have been but what we yearn to be.

  • What is essential?

  • What skills help us focus using our assessment results?

  • How do I meet diverse learner needs?

  • Planning and Scaffolding ideas

Kuzmich, 2007


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Cubing sum of what we have been but what we yearn to be.

1. Describe it: Look at the details.

2. Compare it: How is it the same as or different from?

3. Associate it: Connect it with something.

4. Analyze it: Tell how it was made.

5. Apply it: What can you do with it?

6. Argue for it or against it: Use any approach or reasoning you want.

From Gregory, Chapman 2001

Kuzmich, 2007


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Aligned sum of what we have been but what we yearn to be.

Curriculum

and

Assessments

Meeting

Diverse

Learner

Needs

Diagnostic

Thinking

Strategy

Toolkit

Personal

Connections

Meeting Diverse Learner Needs:Assessing YourAssets

Kuzmich, 2007


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Mapping Assets and Needs sum of what we have been but what we yearn to be.

Directions:

  • Go to the Template in the handout

  • Discuss your assets, what is already in place

  • Plan which of the four areas need your attention or additional training and resources next

  • How will you use this information as you plan with your team during this conference and when you get back?

Kuzmich, 2007


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Meeting Diverse Learner Needs: What can You Differentiate? sum of what we have been but what we yearn to be.

  • Time

  • Teaching Strategies

  • Learning Strategies

  • Classroom Assessments

  • Materials and Resources

  • Grouping

  • Expectations

Kuzmich, 2007


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All Students sum of what we have been but what we yearn to be.

Kuzmich, 2007


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Why Differentiate? sum of what we have been but what we yearn to be.

The 21st Century learner differs immensely from learners even a generation ago…Students can’t imagine a world where communication and access to information isn’t achieved in a nanosecond with technology that is commonplace.

Kuzmich and Gregory, 2004 (p. 1)

Data Driven Differentiation, Corwin Press, Inc.

Kuzmich, 2007


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Differentiation Involves sum of what we have been but what we yearn to be.Doing What Matters

The essence of human interaction is social, based on relationships. To create a fertile soil for learning, teachers and students must make daily and positive connections. Without connections, the definition of being at-risk becomes a reality.-Kuzmich and Gregory, 2004 (p.13)

Data Driven Differentiation, Corwin Press, Inc.

Kuzmich, 2007


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Differentiated Instruction sum of what we have been but what we yearn to be.

IS NOT…

IS…

  • Tracking

  • A New Strategy

  • Static

  • Teaching to the Middle

  • A series of activities

  • “Lowering the Bar”

  • Flexible Grouping

  • Student Centered

  • Rigorous and Relevant

  • For all Learners

  • Based on academic and personal needs

  • Fosters relationships and reflection

Kuzmich, 2007


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What does it take to differentiate? sum of what we have been but what we yearn to be.

  • Know what you want students to do at the end of a unit or period of time.

  • Know where your students are now.

  • Select the instructional strategies that provide the necessary learning and rehearsal to reach or exceed the relevant and rigorous target you set.

  • Monitor student progress throughout the unit.

Kuzmich, 2007


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“Preparing Our Students for sum of what we have been but what we yearn to be.Their Future, Not Our Past”

Bill Daggett, 2004


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Envision – Dream the Possible sum of what we have been but what we yearn to be.

Discover – Focus on the Competence of the Organization

Create – Design Solutions through Kaleidoscope Thinking

Build – Forge a Consensus for Change

Develop – Cultivate the Growth of People

Support – Sustain People through Implementation

Competencies for Leaders

From a Kit on Leading for Rigor, Relevance and Relationships from the International Center for Leadership in Education

Kuzmich, 2007


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Natural Differentiation sum of what we have been but what we yearn to be.

  • When meeting student needs is just a part of what you do, how you think, and the results you get with students

  • Students can begin to differentiate for themselves.

Kuzmich, 2007


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May Your Moments be Many! sum of what we have been but what we yearn to be.

“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”

Philip Patrick Horenstein

Kuzmich, 2007


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Thank You! sum of what we have been but what we yearn to be.

Lin Kuzmich, Senior Consultant

ICLE/SPN

970-669-2290

970-203-4176 (cell)

[email protected]

www.kcsink.org

International Center for Leadership in Education

Phone (518) 399-2776

www.LeaderEd.com

[email protected]

Kuzmich, 2007


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