+ Coaching for Curriculum Differentiation Presented by Penny Willoughby To Cranbourne Secondary...

+

Coaching for Curriculum Differentiation

Presented by Penny WilloughbyTo Cranbourne Secondary College Teaching Coaches, Wednesday 8th December 2010

Presentation Copyright © 2010 Penny Willoughby

+Outline

PART I: Understanding Differentiation

1. What is the rationale behind differentiation?

2. What does it look like when differentiation isn’t happening?

3. Examples of effective differentiation

4. How do you implement differentiation?

PART II: Putting it into practice

5. Begin with the end in mind

6. Options for today

7. Have a go

8. Discussion

PART III: Plan to coach teachers

9. Goal

10. What do the coaches need?

11. About the coachees, types

12. Common misunderstandings

13. Inhibitors

14. Factors that support teacher change

15. Focusing on differentiation

16. Assessing needs and improvement

17. Time to plan and prepare

4

90 mins

2 hours

90 mins

+About Penny

Who is Penny?

Background in business

UTS Bachelor of Education, 1st Class Honours

Interest in thinking development, individualised learning & special needs

Gifted Education and differentiation

5

Thinking Outside The Box Professional Development provides uniquely engaging programs for educators

o Founder and teacher of Thinking Outside The Box Programs

o Vice President, Victorian Association for Gifted and Talented Children (VAGTC)

o Classroom teacher, tutor and teacher of gifted students

o Professional developer of educators

thinkingoutsidethebox.com.au

nb: The endorsement of Thinking Outside The Box Professional Development by Mr John Travolta should not be inferred. He clearly likes Penny though…

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6

Part IUnderstanding Differentiation

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Huge range of options

Teacher roams to provide individual instruction

Encourages us to work at our own level

Standard practice - not a special occurrence

Naturally we each work at our own pace and level because we all have such different needs

This example shows some aspects of differentiation at work. Students’ individual learning needs are being met on a regular basis.

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IntroductionPilates

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Providing different or modified activities for students based on their ability, knowledge, skills, interests,

readiness and learning styles with the goal of enabling real learning for all.

(Adapted from Winebrenner, 2001)

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IntroductionDefinition of ‘Differentiation’

+What is the rationale?

Opportunities to struggle and succeed (Windsurfing story)

“The surest path to high self-esteem is to be successful at something you perceived would be difficult. Each time we steal our students’ struggle by insisting they do work that is too easy for them, we steal their opportunity to have an esteem-building experience. Unless kids are consistently engaged in challenging work, they will lose their motivation to work hard.”

Dr Sylvia Rimm

Replace ‘too easy’ with ‘too hard’ and ‘challenging work’ with ‘work at a suitable level’.

“Psychologists and teachers agree that the best learning happens when a student’s level of understanding matches the challenge of new material.”

(Gifted Children in the Classroom. Accor Services, North America, 2004)

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Comparison between bottom and top 15% of students

(Based on Winebrenner, 2001)

Group 3 Top 15% of students

Group 2 Mid-range group of students

Group 1 Bottom 15% of students

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+What is the rationale?Group 1 – Below average

Traditional classrooms often planned content, pace, repetition and level based on Group 2 (average).

The students in Group 1 (low-ability) have different learning needs. Teachers need to include variations for these students or they will just get further behind.

Example: Alex* – well below average but no additional funding or assistance, hard working, high level of home support, needs lots of repetition and individual assistance, limited ability to understand concepts but with help can develop this.

* All names have been changed.

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+What is the rationale?Group 3 - Gifted

The planned curriculum is just as unsuitable for Group 3. Many of these students also have different learning needs.

Example: Clark* – top 2% in Mathematics, top 10% in English, learns Maths concepts at lightning pace, little repetition needed, highly emotional and perceptual, becomes highly anxious when not being challenged or learning new concepts.

Both groups 1 & 3 are entitled to differentiation because they are not average.

* All names have been changed. But what about Group 2 (average)?

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+What is the rationale?Group 2 – ‘Average’

Brent – below average, struggles with many concepts, rote learning and speed Maths, needs lots of repetition, becomes extremely anxious during timed or test situations, interest in structures and machines

Cynthia – suspected above average, avoids any kind of reading, possibly dyslexic, strong spatial and organisational skills, interpersonal, low motivation and self-esteem in academic areas

Michelle – average, hard worker, high ability in sports, can’t keep up with the Maths and sees herself as poor in this subject

James – well above average, difficult background, other priorities, needs to be acknowledged and managed, gets concepts quickly when focused

Jarrod – below average, sporty, active, low academic interest

Lauren – above average, creative, arty, shy, follower, compliant, finds work easy

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Note: All names have been changed.

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Become discouraged, disengaged and lose motivation

Float through school without putting in much effort or learning how to extend themselves or persevere

Decide that there’s not much use to putting in effort or being clever at school

Avoid taking learning risks

Tune out, become day-dreamers, withdraw into their own world as a release from frustration or boredom

Be too polite to tell the teacher the work’s too easy/hard and may be overlooked or identified as ‘backward’

Sabotage their learning (consciously or unconsciously)

What is the rationale?Other effects on students

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Resist the teacher’s attempts to make them do the ‘easy’ work and enter a power-struggle with the teacher (Winebrenner, 2001)

Respond to their frustration by becoming disruptive and uncooperative, eventually being labelled as ‘behaviour problems’

Dumb down, try to be like everyone else

Pretend to know more, copy from others and use other strategies to hide their weaknesses

Cry, become depressed about or refuse to attend school

Never reach their potential

What is the rationale?Other effects on students

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+ 16

When differentiation isn’t happeningSpot the difference

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What’s wrong with this picture? (Topic: Ancient Rome)

Reading the textbook in class

Taking notes of important details

Answer the questions at the end of the chapter (Homework if not completed)

Take notes of his carefully prepared lectures

Quiz on the notes and text (prior study sheet clearly spelling out what will be in the test)

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When differentiation isn’t happeningExample no. 1 – Mr Appleton

+When differentiation isn’t happeningExample no. 1 – Mr AppletonMr Appleton demonstrates a clear purpose but:

How will reading the text benefit the students who already know a lot about the topic or who are weak at reading / comprehension?

Taking notes may be impractical for some and for others may build knowledge but not understanding or depth.

What benefit will students get from answering the questions? Gifted students probably ‘got it’ the first time (or may know more) and low ability students may just just use ‘tricks’ to work out answers.

These activities are unlikely to promote in-depth understanding. The low ability students will probably be lost and the high ability students will probably coast.

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+When differentiation isn’t happeningUsing the same approach

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+When differentiation isn’t happeningExample no. 2 – Mrs BakerWhat’s wrong with this picture? (Topic: Ancient Rome)

Graphic organizers for taking notes

Pictures to show influence on modern art and architecture

Invites student to dress in togas and agrees to student suggestion to have a food banquet

Word search puzzle of Roman specific vocabulary

Watch and talk about entertainment such as gladiators

Plus …

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+When differentiation isn’t happeningExample no. 2– Mrs Baker 10 projects with options such as:

Listing important gods, their symbols and roles Travel brochure Poem about life Dressing dolls like citizens Drawing the fashions Building a model of a structure Map of the Holy Roman Empire Own topic

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+When differentiation isn’t happeningExample no. 2 – Mrs BakerMrs Baker’s structure offers choice and may engage

some students. However there are some problems:

Direction and learning goals are unclear

Lacks meaningful long-term learning

Ideas and information have no cohesion

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Different does not equate to differentiation

Differentiation must be based on defensible pedagogy

+When differentiation isn’t happeningOther examples Sudoku

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Students work on tasks at which they are already competent

Mixed ability groups where the higher ability students take notes, assist others, do the difficult jobs, etc. (eg. Do the reading or doing the hard maths) and the lower ability students rely on others

Peer tutoring

Students are given more of the same if they finish early or have to take unfinished work home to complete

Targeting high ability students’ weaknesses (eg. Animal School, Dr G.H.Reavis)

Most lessons are based on the same learning styles and intelligence types

The goals for a lesson/unit are the same for everyone

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When differentiation isn’t happeningOther examples

+Reminder: Outline









7. Have a go

8. Discussion


9. Goal




13. Inhibitors





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90 mins

2 hours

90 mins

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The good news or the bad news?

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Bad new: Any good teaching takes effort and time

Good news: It is possible! Strategies, tools and systems to make it easier Reusable resources and ideas

The good news or the bad news?

+Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated TasksTopic: Ancient Rome

Task 1

Create a data sheet about a chosen role (eg. soldier, healer, farmer, slave) by using a wide range of resources to understand what their life would have been like if they lived in ancient Rome

Accurate, interesting and detailed information about what they would eat, wear, where they would live, how they’d be treated by the law, problems they would face, etc.

Group and individual work, building understanding and research skills

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Task 2

Compare and contrast own lives with the lives of children of similar age in ancient times

Teacher assigns scenarios. eg. Eldest son of lawmaker during the Pax Romana period

Differentiation based on student readiness, interests and abilities – varying complexity of scenario

Final in-depth question; Eg: How is what you eat shaped by the economics of your family and location? How is your life interdependent with others?

Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated Tasks

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Why this picture works:

Engages the students

Systematically builds / organises understanding and depth of thinking

Is rigorous – requires understanding of important concepts (in this case: culture, change and interdependence)

Builds skills based on students’ abilities

Continual assessment and modification based on readiness, interests and learning profiles

Involves students in goal-setting and decision-making about their learning

Examples of effective differentiationExample no. 1 – Ms Cassell – 2 Differentiated Tasks

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Description of unit:

4 week maths unit focusing on the concept of change.

Primary purpose is to examine ways change is represented both graphically and linearly.

Includes assessable topics of variable change, linear graphing, regression lines, slope and linear equations.

Centre piece is an ongoing, independent project in which students apply their growing knowledge.

Students are immersed in skills of interpreting and creating graphic representations of data.

Assumes pre-assessment of learning styles and readiness.

Includes requirements that all students must meet as well as modifications and differentiation for specific students or groups.

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Examples of effective differentiationExample no. 2 – Line ‘Em Up! (Algebra) Nanci Smith

Summarised from Differentiation in Practice, Grades 5-9, Carol Ann Tomlinson & Caroline Cunningham Eidson, 2003.

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Differentiated elements:

Small group activities based on learning profiles* or readiness. (*Multiple and triarchic intelligences)

Independent projects differentiated based on readiness and interest.

Adjustment to tasks and review of progress based on needs.

Heterogeneous grouping based on interests and matching topics etc.

Quiz on concepts and formulas based on readiness.

Discussion questions for groups based on readiness.

Note-taking sheets distributed to some students based on readiness.

‘Learning station’ assignments based on student skills.

Assessment portions based on readiness.

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Examples of effective differentiationExample no. 2 – Line ‘Em Up! Nanci Smith

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Why this works:

Satisfies the ‘rigor test’ – the unit has been systematically developed to meet all the important criteria.

Focus on understanding while including assessable learning.

Students required to apply understanding of every subtopic.

Assessment includes basic elements as well as some individualised components designed to encourage growth.

Goals negotiated with each student.

Class develops final scoring guide.

Caters for different learning styles.

Uses a range of instructional strategies.

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Examples of effective differentiationExample no. 2 – Line ‘Em Up! Nanci Smith

+Reminder: Outline









7. Have a go

8. Discussion


9. Goal




13. Inhibitors





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90 mins

2 hours

90 mins

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Complexity and abstraction

Small V big ideas, connections between ideas and history

Imaginary V real issues

Facts V values and ethical dilemmas

Pre-testing and variation of complexity of subject matter, resources and presentation methods, etc.

Interests and passions

Level of built in metacognition

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(Loosely based on Maker, Tomlinson & Van Tassel-Baska)

How to implement differentiation4 Ways to differentiate - Content

+Four ways to differentiate - Process

Open-endedness with multiple possible answers

Discovery

Choice

Varied pace

More V less basic practice

Amount of time to delve, use higher order thinking and discuss

Personal learning styles and group or independent study

Competitions V Personal Best

Creativity V structure, routine, steps

Steps V critical thinking, rationales and justification

Self-expression (eg. arts or drama)

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How to implement differentiation4 Ways to differentiate - Process

+Four ways to differentiate - Product

Choice of presentation style

Creativity and originality

Application V synthesis in new form

Audience – real V classroom or small group

Participate in competition or produce an independent piece

Preliminary time to build solid knowledge-base V producing product

Solutions to simple V complex or real issues

Being of service to others

Intangible products such as attitudes, values, self-esteem and self-understanding

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How to implement differentiation4 Ways to differentiate - Product

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Evaluating

Creating

Analysis

Application

Understanding

Knowledge

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Higher order thinking

Lower order thinking

How to implement differentiation4 Ways to differentiate – Product - Boom’s Taxonomy

+Four ways to differentiate - Environment

Variation of flexibility, mobility, creativity, risk taking, challenge and student initiative

Level of use and involvement of community

Instruction - virtual V personal

Teacher as facilitator V controller or dispenser of knowledge

Focus on thinking and ideas by the student V teacher

Level of new input expected

Level of self-direction and evaluation of learning

Evaluation V judgment

Varied grouping - like-minded V multi-ability

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How to implement differentiation4 Ways to differentiate – Environment

+Know Your Kids Principle™

A planning system that is time-friendly, adaptable, systematic and uses existing knowledge:

1.Review what you know about your kids: Level of ability, current skills and knowledge Learning styles - Multiple Intelligences Interests (Learner’s Questionnaire), special needs and observations

2.Identify areas of potential in which there is underachievement

3.Develop strategies and plans for differentiation

4.Translate into unit/lesson plans and Differentiated Learning Plans

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(Developed by Penny Willoughby, Thinking Outside the Box Programs)

How to implement differentiationKnow Your Kids Principle TM

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How to implement differentiationKnow Your Kids Principle TM – Class Information Chart

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Main features:

Requires more than remembering facts or reproducing skills

Students learn by answering – and teachers learn about each student from the attempt

Several possible answers

From: Peter Sullivan, and Pat Lilburn, “Open-ended Maths Activities - Using ‘good’ questions to enhance learning.” Oxford University Press, 1997, South Melbourne, Australia.

How to implement differentiationOpen-ended Questions

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Good open-ended questions are likely to require higher levels of thinking. (Bloom’s: analysis, creation or evaluation)

eg. Make conjectures, follow arguments or comment on results

Will still require some lower-order thinking such as knowledge, understanding and application

How you teach open-ended questions will affect how valuable they are


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2 + 2

Calculate the perimeter and area of a yard

What is the average of 6, 7,5, 8 & 4?

What is a square?

How long is the basketball court?

4, what could the question be?

I want to make a rectangular garden using 30 metres of fence. What might the area of the garden be?

Paul’s average score is his tests is 6. What might his scores have been?

How many ways could you describe this square?

Maria and John each measured the length of the basketball court and found it to be 20 and 19 ½ rulers long respectively. How could this happen?

Not open-ended Open-ended


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How to use metaphors in teaching:1. Clarify the key concepts and important aspects of the

topic that you wish the students to understand. eg: The structure of a cell

2. Decide on a metaphor that encapsulates these. eg: A city with a centre, boundaries, inhabitants,

visitors, invaders.3. Set a project or task that is based on the metaphor;

This will become like a virtual reality the students ‘step into’. eg: Build a model of a city including all its key

components

* From Christine Ireland, Teacher and President, VAGTC

How to implement differentiationEnlist Metaphors – No. 1 of 3

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How to use metaphors in teaching:4. Set questions that will require the students to make

connections between the metaphor and the topic. eg: In what ways is a city like a cell?

5. Ask ‘What if?’ questions that give the students ‘power’ to change the rules and cause a deeper understanding of the key concepts. eg: What if disguised invaders (virus) broke into the city

(cell)? How could the invasion have been prevented?

* From Christine Ireland, Teacher and President, VAGTC


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Examples of using metaphors in teaching Macbeth – A boardroom takeover Punctuation or spelling – Fashion, looking sharp, going on

a date Maths process – A train in motion; What if the train

derails? A set of scales that must be balanced as a metaphor for algebra.

Use cross disciplines. eg. Use a scientific metaphor to teach language.


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How to implement differentiationCatering for students below and above average

• Modify/delete sections of class work, homework and tests beyond capability, set extra homework to be supported by parents, include lots of repetition, invite to tutorials to build understanding, focus on achievements

Alex

• Accelerate at higher level Maths, set minimal/no repetition, assess regularly, group with like-minded students, include extra challenges and higher level thinking for all tasks, include emotional management goals in DLP, set up daily metacognitive reflection and feedback

Clark


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How to implement differentiationCatering for our ‘average’ kids

• Provide acknowledgement and clear guidelines, joint goal setting with rewards and consequences

James

• Provide regular active options or breaks, alternatives activities based on interests

Jarrod

• Set DLP with goals, learning contract, individual project, focus on independence and confidence

Lauren


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How to implement differentiationCatering for our ‘average’ kids

• Personal best, alternative method to time trials, opportunity for small tutorials, build in interests

Brent

• Different texts, match with better reader, interest based options and opportunities to organise

Cynthia

• Provide optional extra homework and tutorials for Michelle to ask questions and practice processes

Michelle

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Part IIPutting it into practice

+Outline for Part II

1. What would you like to achieve?


3. Time to put it into practice – First option

4. Discussion

5. Time to put it into practice – Second option

6. Summing up

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35 mins

20 mins

35 mins

10 mins

15 mins

5 mins

+Begin with the end in mind

Think of a student, group, class or topic you would like to differentiate better.

What would you like to get out of this workshop for this student/group?

Objectives for this segment: Give some further thought to differentiation possibilities Have a go at planning for differentiation Take away some ideas and something that you can use

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+Options for today

1. Work on a lesson, student group, topic or unit that you would like to differentiate

2. Apply one or more approach to the lesson, unit or group: Use the Know Your Kids Principle ™ Develop some open-ended questions * Develop a metaphor for a topic * Use the Four Ways To Differentiate checklist and adjust features Use Blooms or Williams Taxonomy to differentiate activities for

different groups Make notes for DLPs for students for whom you’d like to

differentiate Other

3. Indication of which approach everyone is planning to tackle

4. Match up groups and get started

* Groups recommended

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+Discussion

What have you done?

What are your thoughts so far?

What did you like? What worked well?

What difficulties did you have?

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Part IIIPlanning to coach teachers

+ 57

Goals

What do the coaches need?

About the coachees, types

Common misunderstandings

Inhibitors for teacher change

Factors that support teacher change

Focusing on differentiation

Assessing needs and improvement

Time to plan and prepare

Coaching for differentiation

+ 58

Deep learning and altered habits

What else?

Coaching for differentiationGoals

+ 59

What do you need to become good coaches of differentiated teaching? Coaching skills and processes Deep understanding Passion and conviction for differentiation

How important is it that you become the experts? Blooms: Knowledge, Understanding, Application, Analysis,

Creation and Evaluation

There are plenty of benefits for you as teachers too

Coaching for differentiationWhat do the coaches need?

+ 60

Who?

What do they need?

Readiness (Types of coachees – next slides)

How to work with each person?

Individualised processes and tasks - Differentiating differentiation!

What do they need / want to achieve (Questionnaire?)

Need to be challenged, not just supported

Cooperative (Planning together, not just being told or following advice, coachee maintains locus of control)

Reflective

Coaching for differentiationAbout the coachees

+ 61

Resisters – essentially refuse to participate, overtly or covert

Resisters – Build relationship, analyse the context, assume multiple roles

Accessorisers – deliver a balanced message, role of critical analyst, develop reflective practices, assume multiple roles

Type of coachee How to help

Coaching for differentiationTypes of Coachees - Metaphor of the Renovator

Adapted from Differentiating Differentiation: A Coaching Model, Catherine Brighton, Ph.D. Holly Hertberg-Davis, Ph.D.

Accessorisers – intermittent involvement, motivation is misplaced (placate, status), do the minimum, need to retain sense of confidence, may be respected professional, strong classroom management, often misunderstands differentiation and incorrectly believes they are differentiating

+ 62

Redecorators – target specific areas, incorporating strategies and practices that align with deeply held beliefs, strong classroom management, seasoned, not showy, believe they know better, some accurate interpretations, traditional

Redecorators – assess belief system, appeal to logic, graduation incremental persuasion, ‘calculated shepherd’

Renovators – anticipate potential problems and help develop solutions, provide roadmap for anticipated challenges such as shaken confidence or the ambiguity of the journey

Type of coachee How to help

Coaching for differentiationTypes of Coachees - Metaphor of the Renovator


Renovators – constantly attempting to implement improvements/innovation, motivated by responsibility to students and personal need for growth, understand that risk-taking, discomfort, and failure are part of growth, seek comprehensive understanding, strong command of content, pedagogy, and classroom management

+ 63

Differentiation is a set of strategies.

Differentiation is group work.

Differentiation is an entire teaching philosophy grounded in knowing students and responding to their needs.

Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups – depending upon demonstrated student need.

Misunderstanding Clarification

Coaching for differentiationCommon misunderstandings


+ 64

“I already differentiate.”

Differentiated lessons have to be creative, “cute,” and fun.

While many teachers may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms– these classrooms develop and grow over time in response to student need.

While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum.




+ 65

Differentiation is just the next educational fad.

Providing choice = differentiation.

Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear.

Different activities have to be held together by clear learning goals.




+ 66

Differentiation isn’t fair.

Differentiation means “dumbing down” the curriculum for less advanced learners.

Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there.

Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.




+ 67

Differentiation only works when kids are well-behaved.

Preparing a differentiated lesson takes a huge amount of time.

Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met.

Creating any high-quality lesson takes time. As teachers get their heads wrapped around the process, they become more efficient and develop storehouses of differentiated lessons to adapt




+ 68

Kids will differentiate on their own.

Open-ended tasks are naturally differentiated.

Kids need help to work at a level that will foster true learning and when left alone may just ‘adapt’ work to something they already know

To be differentiated even open-ended tasks need to be carefully designed to provide rich learning for all




+ 69

Differentiation requires 3 groups (High, Medium, Low).

Administer assessment at the beginning of the year and use it all year.

The number of variations to the core work will depend on the number of differences in the classroom. A class of 3 children could have only 3 levels.

Assessment needs to be ongoing to inform the continual and individualised adjustments to learning activities.




+ 70

Too many initiatives undertaken

Lack of support, no commitment to continue support

Evaluation and accountability perceived as threatening

High-stakes testing environments

Unstable culture – not worth the risk to invest

Top-down mandated change

Coaching for differentiationInhibitors for teacher change


+ 71

Administrative support

Safe climate where risk-taking is encouraged

Culture of a learning organization

Coaching support on-site

Time for collaboration with colleagues

Extended time for change

Stable environment

Voices represented, shared vision a result of teachers’ contributions

Coaching for differentiationFactors that support teacher change


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Realistic and achievable goals

Demonstrating

Observation by coach and coachee

Debriefing

Joint planning – with the coach or other like-minded staff

Reflection – journal, with the coach, meetings with like-minded

Evaluation and resetting goals

Acknowledge the difficulties

Celebrate the successes!

Coaching for differentiationFocusing on differentiation

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Real and significant rather than trivial or secondary

Before and ongoing

Current skill level – how effectively does the coachee differentiate? Use: * Observation Questionnaires - teacher,

coach and students Checklists

Before and after

Decide at start how to assess and ensure the goals are assessable

Link to performance reviews

Link to real and meaningful goals

New skill level - how effective? (*See list on left)

Needs Improvement

Coaching for differentiationAssessing needs and improvement

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Time to plan and prepare

Coaching for differentiationTime to plan and prepare

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7. Have a go

8. Discussion


9. Goal




13. Inhibitors





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Summing Up

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Penny Willoughby

Thinking Outside The Box Professional [email protected] 520 023 (03) 9752 6523thinkingoutsidethebox.com.au

mailto:[email protected]

+ Coaching for Curriculum Differentiation Presented by Penny Willoughby To Cranbourne Secondary...

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Transcript of + Coaching for Curriculum Differentiation Presented by Penny Willoughby To Cranbourne Secondary...