Common Core and Differentiation FINALdmfa3ba8wpnh6.cloudfront.net/00/000147887cd534a7df9b7...Where...

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6/7/2012 1 © ASCD 2012 | Common Core State Standards Where Does Differentiation Fit? Presenters: Carol Ann Tomlinson and Sherida Britt © ASCD 2012 | Common Core State Standards What is Differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. - Carol Tomlinson (2001) © ASCD 2012 | Common Core State Standards Shake It Up! At its most basic level, differentiating instruction means shaking upwhat goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

Transcript of Common Core and Differentiation FINALdmfa3ba8wpnh6.cloudfront.net/00/000147887cd534a7df9b7...Where...

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© ASCD 2012  |  Common Core State Standards

Where Does Differentiation Fit?Presenters: Carol Ann Tomlinson and

Sherida Britt

© ASCD 2012  |  Common Core State Standards

What is Differentiation?

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

- Carol Tomlinson (2001)

© ASCD 2012  |  Common Core State Standards

Shake It Up!

At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

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© ASCD 2012  |  Common Core State Standards

Learning Result

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Differentiation isa sequence of common sense decisions

made by teacherswith a student-first orientation.

Adam Hoppe, 2010

© ASCD 2012  |  Common Core State Standards

The Common Sense of Differentiation

• Ensuring an environment that actively supports students in the work of learning,

• Absolute clarity about a powerful learning destination,(KUDs, engagement, understanding),

• Persistently knowing where students are in relation to the destination all along the way,

• Adjusting teaching to make sure each student arrives at the destination (and, when possible, moves beyond it),

• Effective leadership & management of flexible classroom routines.

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© ASCD 2012  |  Common Core State Standards

Environment Curriculum

AssessmentInstruction

Man

age

men

t

Lead

ership

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THE HALLMARK OF EFFECTIVE TEACHING

© ASCD 2012  |  Common Core State Standards

Environment, curriculum, assessment, instruction & leadership/management create a classroom system of interdependent parts.  

UNDERSTAND

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KNOW

COMMON COREMINDSET

ONGOING ASSESSMENT

MEANINGFUL CURRICULUM

RESPECTFUL TASKS

TEACHING UP

STUDENT INTEREST

STUDENT READINESS

STUDENT LEARNING PROFILE

© ASCD 2012  |  Common Core State Standards

DO

explain why common core calls for attention to student differences.

determine the ways differentiation supports the instructional shifts of the common core.

© ASCD 2012  |  Common Core State Standards

1Begins with a growth mindset, moves to student-teacher connections, & evolves to community.

Quality DI Environment

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For effective implementation teachers must:

• Believe that every student is worthy of complex curriculum

• Believe that every student is capable of complex thought

• Have a growth mindset

• Believe in their ability to help students

© ASCD 2012  |  Common Core State Standards

Believe in Your Students

There is no textbook or set of standards, or collection of instructional strategies that can substitute for a teacher’s belief in and connection with students…

But high quality curriculum can play a key role in fluid mindset, connections, and community!

© ASCD 2012  |  Common Core State Standards

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*key intersection with Common Core

Quality DI

Is rooted in meaningful curriculum*.

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Planet MI Task

V/L

Write a story about your planet

L/M

Make a chart that compares your planet to Earth

M/R

Make up a song about your planet

B/K

Make up or adapt a game about your planet (Saturn ring-toss, etc.)

Beware of Twinky DI

© ASCD 2012  |  Common Core State Standards

Quality Curriculum: The Short Version

Engagement

+ Understanding (sense & meaning)

= Success

© ASCD 2012  |  Common Core State Standards

A Non-Negotiable of DI

• Our goal should always be to create the richest, highest quality curriculum we know how to create.

• Then, differentiate to enable the largest possible number of students to succeed with it.

Differentiation should always be about lifting up – neverabout watering down!

TEACHING UP!

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• Teaches UpAlways

• Waters downNever

Defensible Differentiation:

© ASCD 2012  |  Common Core State Standards

What Does It Mean to Teach Up?

Tasks:• Have clear Knowledge, Understanding, & Skill goals

• Require careful thought

• Focus on understanding

• Problems to solve/Issues to address

• Use key knowledge & skills to explore or extend understandings

• Authentic

• Require support, explanation, application, evaluation, & transfer

• Criteria at or above “meets expectations”

• Require metacognition, reflection, planning, evaluation

• Provide support or scaffolding to help a broad range of learners succeed with the task

© ASCD 2012  |  Common Core State Standards

Common Core emphasizes engagement and

understanding, and requires “teaching up.”

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© ASCD 2012  |  Common Core State Standards

Principles of the Common Core Standards

• Fewer standards

• Clearer standards

• Higher standards

© ASCD 2012  |  Common Core State Standards

• Systemic approach focused on students

• Agreement on what students should learn

• Professional organizations published standards and argued that educators “were best equipped to identify what students should know and be able to do” (John Kendall, 2011)

• States aligned policy and reform efforts to help schools and districts determine shared goals for students.

Standards MovementBUILDING ON THE

© ASCD 2012  |  Common Core State Standards

• Too many standards

• Too little curriculum

• Textbook no longer defined what students should learn.

• “Sudden vacuum in curriculum support” arose (John Kendall, 2011).

State StandardsDRAWBACKS OF

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Teaching Up Supports the Mathematics Shifts

Focus: Focus strongly where the standards focus. Identify the KUDs. Develop Task

Coherence: Think across grades, and link to major topics

Rigor: Require fluency, application, and deep understanding---creating an environment for learning

© ASCD 2012  |  Common Core State Standards

Teaching Up Supports the Literacy Shifts

Building knowledge through content-rich informational text

Reading and writing grounded in evidence from text (Task predicts performance)

Regular practice with complex text and its academic vocabulary

© ASCD 2012  |  Common Core State Standards

Teaching and Learning for Understanding

Acquireimportant

knowledge and skills

Make Meaningof “big ideas”

Transfer learning to new

situationsWiggins & McTighe 2011

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Quality DI

Is guided by on-going assessment (for planning and feedback – not grades).

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© ASCD 2012  |  Common Core State Standards

Game Plan for Assessment

• What’s the learning target (KUDs)?

• What prerequisite skills am I assuming students have?

• Where is everyone in relation to the KUDs (& prerequisite skills)?

• What am I going to do with the information I get to move everyone forward—in UNDERSTANDING as well as knowledge & skills?

• How will I keep track of everyone’s progress?

• How can I involve student in more fully understanding & investing in their growth?

• How can assessment help students better understand how DI works and how they can best contribute to their own success?

© ASCD 2012  |  Common Core State Standards

Effective implementation of Common Core requires effective use of formative assessment for instructionalplanning and to guide students’ ability to contribute to their own growth and success.

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• Assessment for learning

• “Systematic process to gather evidence and provide feedback about learning while instruction is under way” (Heritage et al., 2009)

• Must be planned and “seamlessly integrated” into classroom instruction (Popham, 2009)

Formative Assessment

http://map.mathshell.orghttp://www.insidemathematics.org

© ASCD 2012  |  Common Core State Standards

Quality DI

Results in a teacher planning based on student readiness, interest, and learning profile.

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What’s the Point?

Readiness

Growth

InterestLearning Profile

Motivation Efficiency

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Respectful Tasks

Equally appealing

• Designed to engage learners

Equally powerful

• Focused on essential understandings

• Requiring complex thinking

• Casts students as problem solvers, idea generators

© ASCD 2012  |  Common Core State Standards

• “Task predicts performance.”

• “Real accountability system is in the tasks that students are asked to do.” (Elmore et al.)

IMPORTANCE OF

It takes time to develop “Pulitzer Prize” winning curriculum

Respectful Tasks

© ASCD 2012  |  Common Core State Standards

English Language Arts Anchor Standards: Grade 8

Lesson Plan example (see Handout)

• Background for the lesson

• The assignment

• The differentiation

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© ASCD 2012  |  Common Core State Standards

Anchor Standard:Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.9-10.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

English Language Arts Anchor Standards: Grade 8

© ASCD 2012  |  Common Core State Standards

Students have read several in-common novels by this point in the year.

The teacher has consistently used a variety of reading formats throughout the year to support access of all students to the content and meaning of literature. These formats include: class discussions, printed text, small group instruction, small group discussion, annotated text, student paired reading, recorded text, Think Alouds, Close Reads, front-loading vocabulary, & Literature Circles.

Today in class, students are in similar-readiness quads to find textual references to either ‘personal wars’ or ‘political wars’ as represented in A Separate Peace and The Book Thief. After today’s lesson, students will work in mixed-readiness debate “tag teams” to contribute arguments for or against the following statement:

Humans create enemies for themselves and go to war against them.

A class discussion and “opinion line” will follow the tag team debate and will help students apply the assertion to current life and experience.

Background for Today’s Lesson

© ASCD 2012  |  Common Core State Standards

Directions:

A Separate Peace and The Book Thief deal with the theme of war. Both booksfocus on personal or private as well as political or public wars, and both help readers think about similarities and differences between those two forms of war.

Work with your group to find evidence in the two books that can help us thinkabout the nature of both ‘personal’ and ‘public’ wars and about how the twokinds of wars are alike and different.

Create a master list of examples from the two texts—both explicit and implicit orinferred—that help readers reflect on the nature of public and private wars.

Your list should include quotations (for explicit examples) and/or instances (forimplicit examples) related to personal and public wars, book designations and page numbers that allow you to find the examples quickly, and your own explanation of the assertion or insight each reference suggests about personal or public wars. Be sure you attach each quote or event and idea it reflects to the appropriate character(s). Each person in your group should be ready to explain all of the quotes and ideas on your group’s master list.

The Assignment

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© ASCD 2012  |  Common Core State Standards

Much of the differentiation necessary for all students to be prepared for thetask at hand has occurred throughout the semester as the teacher has usedsmall group and individual work focused on students’ varied and specific needs. This includes vocabulary development, work with reading comprehension, and text analysis.

The teacher plans instruction with two goals in mind: (1) helping each student take next steps in knowledge and skill, which often requires differentiation, and (2) bringing students back together to explore key ideas using important knowledge and skill.

Today’s lesson is an example of the second goal—but prior work of the first kindprepares students to contribute to and succeed with the second goal.

Two additional examples of differentiation in today’s assignment include:1) Teacher use of small group conversation and mini workshops while students work,2) Differentiated organizers for use by the quads as they complete the task.

The Differentiation

© ASCD 2012  |  Common Core State Standards

Quote or Event Reference information

Relationship to Private War

Relationship to Public War

© ASCD 2012  |  Common Core State Standards

Quotation or Event

Reference information

Relationship toPrivate War

Relationship toPublic War

Current Confirming or 

Negative Example

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© ASCD 2012  |  Common Core State Standards

CCSS and the Teacher

• CCSS provide what students need to be successful.

• Teachers provide how – the pathway for getting students there.

• Teacher creativity is more important than ever.

• Teacher must use expertise to select strategies appropriate to content and adapt strategy to help each student succeed.

© ASCD 2012  |  Common Core State Standards

© ASCD 2012  |  Common Core State Standards

www.engageny.com

www.insidemathematics.com

www.achievethecore.org

www.illustrativemathematics.org

www.parcconline.org

www.ascd.org/commoncore

http://map.mathshell.org/materials/background.php

http://www.literacydesigncollaborative.org/

WORK TOGETHER

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Quality DI

Requires teacher leadership and flexible classroom management.

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© ASCD 2012  |  Common Core State Standards

First be a leader; then be a manager

Leadership

• Has a vision for something good

• Has the capacity to share the vision & enlist others in it

• Builds a team for achieving the vision

• Renews commitment to the vision

• Celebrates successes• ABOUT PEOPLE

Management

• Plans schedules• Handles details• Prepares materials• Arranges furniture• Orchestrates movement• Practices routines• Troubleshoots• ABOUT MECHANICS

© ASCD 2012  |  Common Core State Standards

It requires an “orderly, enabling environment.”

These are found in smoothly run classrooms, with an often looser (though not loose) structure, and a wider range of routines and instructional strategies in evidence. These classrooms were most likely to focus on meaning and understanding.

Defensible Differentiation Requires Flexible Classroom Routines

Relevant Research for School Decisions • Academic Challenge for the children of Poverty. Educational Research Service, Arlington, VA. p. 11.

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© ASCD 2012  |  Common Core State Standards

A flexible learning environment includes opportunities to focus on individual needs and opportunities for group

conversation and collaboration.

Teaching and learning form a rhythm of “breaking apart” and “coming together.”

© ASCD 2012  |  Common Core State Standards

Effective use of Common Core Standards requires an orderly, flexible classroom so students can make meaning, debate ideas, make mistakes, and learn from those mistakes. Common Core learning is “messy” because it is “real” learning rather than “learning on demand.”

© ASCD 2012  |  Common Core State Standards

• Studying them at least as much as we study our content

• Risking connecting with them

• Seeing them as capable & successful

• Owning their success

• Treating them as ours

‐ Carol Tomlinson

Seeing the humanity of the children we serve means…

REMAIN FAITHFUL

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© ASCD 2012  |  Common Core State Standards

From Harvard Business Review. Cited in USAirways Magazine, Sept., 2011, p. 13.

Parting Thoughts

It’s nice to believe that the world is simple and we can easily get high quality answers to our questions. We often oversimplify by creating add-water-and-stir solutions. The truth is that our reality is very complex and we don’t understand it well.

We need to spend more time helping people understand and deal with complexity and less time concocting dumbing-down mechanisms.