Copyright Carol Tomlinson 2010 1
A Bakers Dozen Indicators of Quality Differentiation:
A Deeper Look
Carol Ann TomlinsonCharlottesville, VA
Marcia Imbeau
Fayetteville, AR
Judy Rex
Scottsdale, AZ
ASCD
San Antonio, TX
March 3-5, 2010
1. To help you strengthen your framework for thinking
about ―defensible differentiation‖
2. To guide you in analyzing differentiation—in print and
in action—to explore how the key principles of
differentiation play out and interact.
3. To provide opportunity for you to ask questions and
get answers about differentiation as a philosophy &
a practice in your school.
3. To extend your capacity to support
others in academically responsive
classroom practice.
Copyright Carol Tomlinson 2010 2
•A key goal of the three days is to help you think more deeply about the
set of principles & practices that are the core of differentiated instruction.
•Principle-based presentation:
Enables practitioners to think at a more advanced/abstract level
about their work
•Examples:
From varied grade-levels
From many subjects/disciplines
Examples at varying degrees of complexity
•Learning & Expression of Learning
Hear, See, Share
Differentiated Discussion Prompts
Varied Participant Groupings
•Specialized sessions
Beginning the Journey
Marcia & Judy
Leadership segments
What is Differentiation?(Making Sure We’re on the Same
Page…)
Copyright Carol Tomlinson 2010 3
SHHHH/SHARE…
Write a
definition of
differentiation
you feel
clarifies its
key intent,
elements,
and principles.
Explain to a new
teacher what
differentiation is
in terms of what
a teacher would be
doing in the
classroom
—and why. Your
definition
should create an
image of
differentiation
in action in a real
setting.
Develop a
metaphor,
analogy, or
visual symbol
that you think
represents and
clarifies what‘s
important to
understand
about
differentiation.
1. Pick a column
2. Write or think silently
3. Be ready to share when time is called
Sternberg’s Three Intelligences
Analytical Practical
Creative
Copyright Carol Tomlinson 2010 4
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.
Copyright Carol Tomlinson 2010 5
Differentiation as “Universal Design”
• At the beginning of the planning process, the teacher asks, “What supports and adaptations should I build into the lesson to address learning needs of particular students that will likely help others as well?”
It‟s teaching so that “typical” students; students with disabilities;
students who are gifted; and students from a range of cultural, ethnic, and language groups can
learn together, well.
Based on Peterson, J., & Hitte, M. (2003). Inclusive teaching: Creating effective schools for all learners.
Boston: Allyn & Bacon, p. xix.
Copyright Carol Tomlinson 2010 6
It‟s making sure each student learns what he or she should learn by
establishing clear goals, assessing persistently to see where each student
is relative to the goals, and adjusting instruction based on
assessment information—
so that each student can learn as much as possible as efficiently as possible.
Differentiation is planning for the
unpredictability of a classroom.
Copyright Carol Tomlinson 2010 7
Before Differentiation….
In the Box
After Differentiation…
In the
Box
On the Box
Under the Box
To
the
side
of
the
box
Copyright Carol Tomlinson 2010 8
Copyright Carol Tomlinson 2010 9
Differentiation
Is a teacher‟s response to learner‟s needs
Shaped by mindset & guided by general principles of differentiation
Respectful tasks Flexible grouping Continual assessment
Teachers can differentiate
Content Process Product Affect/Environment
According to students’
Readiness
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning
Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence
Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.
Quality Curriculum Bldg. Community
Interest Learning Profile
A Model For Thinking about Differentiation
The flow chart is a concept map:
•Shows key elements in the concept of differentiation
•And their relationship with one another
It also shapes the organization of the three day PDI
& should shape professional development &
evaluation of progress in schools implementing
differentiation
It is a compass for fidelity to the
concept of differentiation.
Copyright Carol Tomlinson 2010 10
Think about it……..
•How do these definitions
mesh with practice in your
classroom or school?
•What would need to change
in your classroom or school
for these definitions to be
―lived out‖ ?
•What misconceptions
about differentiation do
these definitions address/not address?
1 Quality DI
Requires a “growth” or “fluid” mindset.
Copyright Carol Tomlinson 2010 11
Please Complete the Task with the Color that Best Fits Your Role
Specialists in special ed., reading, ELL
Teachers who have taught low-end classes
Teachers who have taught high end classes/clusters
General ed. Teachers/prospective teachers, & administrators
University faculty/administrators
RAFT:ROLE AUDIENCE FORMAT TOPIC
Discouraged
Math Student
Teacher Note Left on Her
Desk
Here‘s why I can‘t
do math
New Teacher A Colleague True Confession When I see that
low level class
coming…
A Smart Kid Himself Droodles This class is too
hard…
A Kid with David
Letterman Genes
Audience of other
Kids
Top Ten List How you can tell
who the smart
kids (or dumb
kids) are in
school
Professor Student Teachers Chart Watch out for
those subliminal
messages about
ability
EQ: How do perceptions of ability affect teaching and learning?
Copyright Carol Tomlinson 2010 12
R.A.F.T.
Role
Audience
Format
Topic
RAFT:
ROLE AUDIENCE FORMAT TOPIC
Copyright Carol Tomlinson 2010 13
Sample RAFT StripsRole Audience Format Topic
SemicolonMiddle School Diary Entry I Wish You Really Understood
Where I Belong
N.Y. Times Public Op Ed piece How our Language Defines
Who We Are
Huck Finn Tom Sawyer Note hidden in a tree
knot
A Few Things You Should
Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up ―Ransom‖
Note
Before It’s Too Late
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
Thomas Jefferson Current Residents of
Virginia
Full page newspaper
ad
If I could Talk to You Now
Fractions Whole numbers Petition To Be Considered A Part of the
Family
A word problem Students in your
class
Set of directions How to Get to Know Me
Lan
gu
ag
e A
rts
Sci
ence
His
tory
Math
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
Sample RAFT StripsRole Audience Format Topic
Gingerbread ManOur Class Oral Response I never should have listened
to the fox
Squanto Other Native
Americans
Pictographs I can help the inept settlers
Band Member Other Band
Members
Demo Tape Here‘s how it goes
Positive Numbers Negative Numbers Dating Ad Opposites Attract
Rational Numbers Irrational Numbers Song Must you go on forever?
Decimals Fractions Poem Don‘t you get my point?
Perimeter Area Diary Entry How your shape affects me
Monet Van Gogh Letter I wish you‘d shed more light
on the subject!
Joan of Arc Self Soliloquy To recant, or not to recant;
that is the question
Tree Urban Sprawl Editorial My life is worth saving
Thoreau Public of his day Letter to the
Editor
Why I moved to the pond
Young Chromosome Experienced
Chromosome
Children‘s Book What becomes of us in
mitosis?
First Grader Kindergartner Ad What‘s best about 1st grade?
Copyright Carol Tomlinson 2010 14
RAFT Strips, cont‘dRole Audience Format Topic
Hal (Henry V, Part
1)
Self Diary Entry My friend Falstaff-past,
present, future
Magnet First Graders Letter Here‘s what I‘m attracted
to…
Transparency Slide Show Personal Ad Spruce up your presentation
LBJ Viet Nam Vet Apology Letter What was I thinking…
Computer Fifth Graders Flow Chart Turning data into a graph
with EXCEL
P Waves S Waves Dear John Letter Why we have to stop seeing
each other
Carbon Atom Hydrogen Atom Personal Ad Atom seeking atom
A Variable in an
Equation
Real Numbers Ad for the Circus What is my value in the
balancing act?
Return Key Middle Schoolers Captain Kirk‘s
Bulletin to his crew
When to beam to another
paragraph
Conductor The Band Mime How to play this style of
music
Basic Multiplication
Fact
Basic Division Fact Invitation to a
family reunion
Here‘s how we‘re related
•Success comes from being
smart
• Genetics, environment
determine what we can do
•Some kids are smart—some
aren‘t
•Teachers can‘t override
students‘ profiles
•Success comes from effort
•With hard work, most students
can do most things
•Teachers can override students‘
profiles
•A key role of the teacher is to set
high goals, provide high support,
ensure student focus—to find
the thing that makes school
work for a student
Copyright Carol Tomlinson 2010 15
Evidence that Schools areFixed Mindset Organizations
Evidence that Schools areFluid Mindset Organizations
See How Much Evidence for Each Column You can Generate in 3 Minutes
Copyright Carol Tomlinson 2010 16
Note key attributes of Captain Sullenberger‘s
thinking during the time he was
making decisions about the problem
he encountered and was acting on
those decisions.
What do you find to be the most compelling
thing he has to say? Why does it
strike you as the most important?
How would you characterize him as a pilot based
on this interview segment?
What does any of this have to do with teaching?
Host: We entered all of the flight data into a computer
(speed, location, landing distance, etc.)
Sir, the computer said you couldn‘t land the
plane successfully.
Captain Sullenberger: Then I‘m glad a
computer wasn‘t flying the plane.
Copyright Carol Tomlinson 2010 17
Mindset
Who
Where
What
HowCoverage vs.Whatever it
Takes
Shapes Student Self-Perception
Builds or Erodes
Group Trust
I teach what I believe you
can learn
TALK ABOUT IT…
How does teacher
Mindset impact
who, where, what, &
how we teach?
What are the
implications
of mindset for
differentiation??
Copyright Carol Tomlinson 2010 18
Question:Is a flexible mindset a precursor
for differentiating instruction
or
Is it a goal for professional development
related to differentiation?
What are the implications of your answer?
2 Quality DI
Begins with student-teacher connections.
Copyright Carol Tomlinson 2010 19
Think of the three teachers
who had the most impact on
your life. To what degree did
those teachers connect with
you? Why were the connections
important or unimportant to you?
Were there academic implications?
Affective implications?
Please jot down your thoughts
about the questions.
Develop a written scenario
in which a teacher
is highly successful In
bringing about academic
success in a very broad
range of his/her
students—and does so
without knowing the
students in a significant
way and without
connecting with the
students on a personal
level. What does that
look like? How does it
work?
• I’d like to be able to say that our job is just to get the kids to learn new things, think better, and be “smarter.”
• But in the bigger picture, learning is about what we at The Met call “the three R’s”--relationships, relevance, and rigor.
• You cannot have a relationship with or make things relevant for or expect rigor from a kid you don’t know.
The BIG Picture by Dennis Littky, ASCD, p. 39
Copyright Carol Tomlinson 2010 20
Connecting with Kids
Talk at the door
Early interest assessments
Small group instruction
Dialogue journals
Student conferences
Open room days
Ask for student input
Invite examples, analogies,
experiences
Seek input on class
Use Socratic or student-led
discussions
Share your own stories
Listen
Seek varied perspectives
Share own interests,
questions, plans
Start class with kid talk
Go to student events
Watch before & after
school, at lunch
Keep student data cards
Take notes during class
Attend extracurricular
activities
How do teachers learn to
care about students?
How do students know
teachers care?
Copyright Carol Tomlinson 2010 21
Learner Cards
Jamala Fisher
3
Front
Rdg Level Sch.Affil
+321 – 123- + -
Int
Soccer
Mysteries
Video Games
LP S/P
Q/N ELL
V/A/K
G/S
A/P/C
P/W
BackNanci Smith ‗03
3 Quality DI
Grows to community as teachers gain
knowledge of students & connect them
with one another.
Copyright Carol Tomlinson 2010 22
Listening
Responding
WorkingProblem Solving
Celebrating
How Community Evolves over Time
Because my teacher treats me with respect,
I feel a sense of dignity in this place.
Because my teacher treats every one of us with respect,
We are respectful of one another.
Because my teacher sees our possibilities,
I am beginning to see them too.
Because my teacher says sweat makes winners,
We‘re learning to sweat.
Because my teacher works hard for me,
I want to work hard for her.
Because my teacher won‘t settle for less than our best,
We aim high more often.
Because my teacher says we are responsible for one another,
We help one another succeed.
Because my teacher helps us see ourselves through her eyes,
We see hope in ourselves.
Because my teacher is a great coach,
We are a great team.
How We Came to Be…Us
Copyright Carol Tomlinson 2010 23
Building Community
Building Community
Copyright Carol Tomlinson 2010 24
•Establishes the framework for a responsive classroom
Each student‘s need for a ―next step‖
Responsibility for own growth
―We‘ve got your back‖ mentality
Competition against self (vs. others)
Fair as each student getting what he/she needs to succeed
Working like colleagues
•Begins with teacher mindset
•Extends to student belief in one another
•Supports the belief that we win or lose together
•Ensures security/safety necessary for academic growth
•Enables students to work as a team
•Provides the teacher with ―teammates‖ too
1. Share a time when “connections” in school made
a positive difference to you or someone you care
about.
2. Share a time when as an educator you missed
the opportunity to connect” and regretted it.
3. Explain or show what you think “connections”
in school means and how it relates to community.
4. Provide a specific list of ways in which educators
can make connections and build community.
THINK-PAIR-SHARE
Copyright Carol Tomlinson 2010 25
Movie Time
In this High School Class:
What is the teacher‘s mindset? Why do you say so?
To what degree do you think this teacher connects with her
students? On what evidence do you base your conclusion?
How do you think mindset and decisions about connections
Interact?
What role do you believe connecting with students plays in
this classroom? What‘s your evidence for your conclusion?
What do you think would change in this class if your answer
were the opposite of what you said? Why do you think so?
4 Quality DI
Is rooted in quality curriculum.
Copyright Carol Tomlinson 2010 26
What do you think is the relationship between quality of curriculum and student outcomes
where you work?
Student
Success
Curriculum
Student
Buy-In
To Talk About…
Copyright Carol Tomlinson 2010 27
Planet MI TaskV/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
As you watch:
Think about the relationship between
quality of curriculum and quality
of learning.
Compare outcomes for students jn this
class to those in a more ―typical‖
class we‘d be likely to see in school.
To what degree is this class ―working‖ for
the kids? Why do you say so?
What would be your guess about the
success level of these students on a
year-end test? What about their buy-
in for school?
Copyright Carol Tomlinson 2010 28
QUALITY CURRICULUM:
THE SHORT VERSION
Engagement + Understanding = Success
The business of schools is to produce work that
engages students, that is so compelling that students
persist when they experience difficulties, and that is
so challenging that students have a sense of
accomplishment, of satisfaction--indeed, of delight--
when they successfully accomplish the tasks assigned.
Inventing Better Schools, Schlechty
Copyright Carol Tomlinson 2010 29
However we conceive it, every lesson plan should be, at its plan at its heart,
motivational plan. Young learners are motivated and engaged by a variety of
conditions. Among those are:
novelty
cultural significance
personal relevance or passion
emotional connection
product focus
choice
the potential to make a contribution or
link with something greater than self
Tomlinson • 2003 • Fulfilling The Promise...
Teachers Must Distinguish
Between:
Enduring
Understandings
Important to Know and Do
Worth Being Familiar With
Wiggins & McTighe
Copyright Carol Tomlinson 2010 30
Planning a Focused Curriculum Means Clarity About What Students
Should …KNOW
– Facts
– Vocabulary
– Definitions• UNDERSTAND– Principles/
generalizations
– Big ideas of the discipline
• BE ABLE TO DO–Processes
–Skills
Reminder…•Knows – Facts, names, dates, places, information
– The original inhabitants of the Americas migrated from Asia into North America over the Bering land bridge.– The multiplication tables
•Understands -- Essential truths that give meaning to the topic; Ideas that transfer across situations; can be phrased, “Students should understand THAT…”
–People migrate in order to meet basic needs.–Multiplication is another way to do addition.
•Dos -- Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production); usually verb phrases.
–Trace and explain the migratory path of the original Americans–Use multiplication to solve story problems–Work collaboratively in a group to complete an assigned task.
Copyright Carol Tomlinson 2010 31
non-negotiables of differentiation
Mindset
on-going assessment (pre-assessment, formative, summative)
flexible grouping
respectful tasks
readiness, interest, learning profile
teaching up
Know-Understand-Do (KUD)
instructional strategies for differentiation
Differentiation is a philosophy (more than a set of strategies) designed to
maximize the capacity of each learner.
Mindset shapes teaching and learning.
Teacher connection with kids opens them up to the risk of learning.
Community multiplies support for students & the teacher.
On-going assessment guides quality differentiation.
The quality of what we teach contributes to the impact of how we
teach-- & vice versa.
Clarity of learning goals (KUDs)
Engagement & understanding
Differentiation professionalizes teachers.
Reflect on your philosophy and practice.
Analyze & critique differentiated tasks using key principles & vocabulary
Define differentiation
Determine next steps in implementing differentiation in your work
Classify the following as a K, U, D, affective goal--or a
combination (if a combination, tell us what elements are
reflected in the combination)
• Reflecting on one’s own thinking
• Change is an inevitable part of life
• Panini painted in St. Peter’s Cathedral in the second half of the 18th century
• Planning tasks for success
• Ovid
• Write in complete sentences
• Powerful writing shows more than it tells
• Jurassic Period
• Determine latitude and longitude
• Myths evolved to give order and patterns to reality
• Developing a viable plan to address preservation of a historical site
• Dinosaurs became extinct about 65 million years ago
• Interpreting a poem to reflect the author’s intent
• A balanced diet contributes to optimal health
• Myths have been handed down for generations
• Categorizing objects
• Recognize root words in derivatives
• The Trojan War
• Design an efficient container for a specified object
• Structure and Function
• People resist change
• Write a well-defined persuasive argument
• Some dinosaurs used bony spikes for protection
• Explaining
• Writing a series of contemporary myths to demonstrate knowledge of myths, and key themes in contemporary society
• Being aware of one’s reading patterns
• Realize value in studying history
• Planets are part of a system
• Ra
• The early Egyptians saw dignity in everything and thus had a large array of gods
• Applying knowledge of fractions to solve a word problem
• Multiply fractions
• Language is a mirror of the culture that speaks it
Copyright Carol Tomlinson 2010 32
Knowledge:
Elements of a story (p, s, c, t)
Characterization
Point of View
Skills:
Writing a first person narrative
Finding power in own stories
Developing believable characters
Analysis of literature
Revising for power
Generate some K‘s, U‘s, & D‘s
for Gettin’ Through Thursday.
Use the chart two slides over as
an organizer, but make it
bigger on your paper.
Work in groups of 2-3.
Post some of your favorite examples.
Copyright Carol Tomlinson 2010 33
What are some possible
understandings in Getting’ through Thursday?
•Resilience causes individuals to find possibility in the midst of
difficulty.
•Resilience feeds creativity and courage.
•Imagination fuels hope.
•Our lives are shaped by subtle but powerful models.
•Money is only one kind of wealth.
•Our minds give us the capacity to shape our worlds.
•Love lifts the prospects of those who are loved.
•It‘s important not to confuse the edge of your rut with the horizon.
•Authors tell their own stories.
•Readers find themselves in good stories.
KNOW(facts, names, dates, places, lists)
UNDERSTAND(I want my students tounderstand that….)
BE ABLE TO DO(verb phrase, begins w/ a verb, not a whole activity
GENERATING KUDs
Copyright Carol Tomlinson 2010 34
TOPIC: Ratcheting Understandings
FOR: People already comfortable with generating understandings
WHEN: While others in the group are developing understandings
on Gettin’ Through Thursday
WHERE: Up Front (bring a chair if you aren‘t keen about sitting
on the floor).
BRING: Your handout packet, pen/pencil, paper
Level 1 Generalizations
Use: affect, influence, impact, is, are, have
Flat, evident, low potential to extend thinking
Example: Economic depression affects a nation.
Level 2 Generalizations
Answer: So what?
Show the significance or effect that‘s hiding in a Level 1 Generalization
Example: Economic depression leads to decreases in
production and consumption.
Level 3 Generalization
Probe for deeper significance or impact behind a Level 2 Generalization
Answer: How?
Example: Decrease in production and consumption can alter the
balance of trade among nations.
Based on the work of Lynn Erickson
Copyright Carol Tomlinson 2010 35
No students should have to settle for Level 1
Generalizations.
All students should work at least with Level 2
Generalizations.
More advanced students may be challenged
by exploring Level 3 Generalizations
Level OneLeaders influence a community.
How?
Level TwoLeaders explain community issues and share perspectives.
So What?
Level ThreeBy clarifying issues and sharing perspectives, leaders can
unify people to accomplish goals.
Copyright Carol Tomlinson 2010 36
Level 1 (Affect, Influence, Impact, Is, Are, Have)
Level 2 (So What? What‘s significant about Level 1?)
Level 3 (How does Level 2 work? Or How?
First generate a couple of understandings about the book.
Check them out with someone to be sure they are understandings.
Then ratchet the understandings to Level 2 or 3.
Concept: Resilience
•Resilience causes individuals to find possibility in the midst of
difficulty.
•Resilience feeds creativity and courage.
Concept: Choice
The human mind makes choices that are shaped by and shape
an individual‘s perspectives about life.
Imagination allows us to choose hope over defeat.
Copyright Carol Tomlinson 2010 37
Creating common learning goals
We have to know where we want all students to end up before we can think intelligently about how we want them to get there!
The teacher may vary the KNOWS & DOs
with caution and based on evidence
that a student needs to learn backwards
as well as forward to catch up—or that a
student needs to move ahead in order
to keep learning.
The UNDERSTANDS are the constant fulcrum
on which effective differentiation pivots
for all students.
Copyright Carol Tomlinson 2010 38
Stage 1 - Desired Results
Performance Tasks
Other Evidence:Stage 2 - Assessment Evidence
Other Evidence:Stage 3 - Learning Plan
Other Evidence
Key Criteria
Established Goals/ Content Standards
Understandings Essential Questions
Knowledge Skill
Differentiation in UbD
Answers the Essential Question:When is it important to differentiate in the UbDframework?
Stage 1 - Desired Results
Performance Tasks
Other Evidence:Stage 2 - Assessment Evidence
Other Evidence:Stage 3 - Learning Plan
Other Evidence
Key Criteria
Established Goals/ Content Standards
Understandings Essential Questions
Knowledge Skill
Differentiation in UbD
BIG IDEAS
Skills, Knowledge
Evidence
Tasks, Practice
CRITERIA
Copyright Carol Tomlinson 2010 39
New World Explorers
KNOW
• Names of New World Explorers
• Key events of contribution
UNDERSTAND
• Exploration involves– risk
– costs and benefits
– success and failure
Do• Use resource materials to illustrate
& support ideas
New World Explorers
Using a teacher-provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.
Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles
Copyright Carol Tomlinson 2010 40
They create clear learning goals
Allow us to align goals, assessments, teaching,
and learning tasks
They allow us to incorporate standards AND make
meaning for students
They give us a basis for differentiation.
Who needs which K‘s & D‘s
How do we ensure that every student gets
meaningful access to the U‘s
They tell us what strugglers should invest in
They give us a platform for extending for advanced
students
A Planning Guide for
Differentiating Curriculum & Instruction
(The UbD/DI Connection)
Define Summative Assessments
Based on pre-assessment data, differentiate the unit plans for readiness, interest, and learning profile-- & continue to adjust plans based on on-going assessment data
Pre-assess, based on K U D, for readiness—
also for interest, & learning profile
Identify what students should Know, Understand,
& Be Able to Do (KUD) at the end of the unit
Administer Summative
Assessments
Develop a unit plan to ensure student proficiency w/ essential knowledge, understanding, and skill
Co
nn
ect
ing
wit
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tud
en
ts
Cre
ati
ng
a P
osi
tiv
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nv
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nm
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Copyright Carol Tomlinson 2010 41
A Bakers Dozen Indicators of Quality Differentiation:
A Deeper Look
Carol Ann TomlinsonCharlottesville, VA
Marcia Imbeau
Fayetteville, AR
Judy Rex
Scottsdale, AZ
ASCD
Orlando, FL
March 11-13, 2009
DAY 2
5 Quality DI
Is guided by on-going assessment (for
planning and feedback—not grades).
Copyright Carol Tomlinson 2010 42
High School Government
Mr. Reicher and his colleagues have worked hard over the last few
years to develop concepts and principles that guide their work and
that of their students in the social studies department.
They have carefully developed tasks at different levels of difficulty and
with different support systems around the concepts and principles to
ensure that all students have the opportunity to work with important
ideas and to come away from the classes with a real understanding of
how the content makes sense in their lives and in the larger world.
The school has “collapsed” the tracks in the high school so that in grades
9 and 10 there are only college prep classes and in grades 11 and 12 there
are only college prep and AP classes—so the availability of varied teacher
supports and tasks at varied challenge levels is critical.
The teachers have also worked hard and successfully to help students
understand and contribute to their differentiated classrooms and to create
positive environments in the classrooms.
In the classrooms, you will now routinely see students selecting from tasks that
differ in complexity but all have a clear focus on the same essential KUDs.
WHAT CAN BE ASSESSED?
Skills
Concepts/Principles
READINESS INTEREST LEARNING
PROFILE
Content
Knowledge
• Current
Interests
• Potential
Interests
• Talents/Passions
• Areas of Strength
and Weakness
• Learning
Preferences
• Self Awareness
Copyright Carol Tomlinson 2010 43
On-going Assessment:
A Diagnostic Continuum
Pre-assessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking-Up)
Summative Assessment
(Making sure)
Feedback and Goal Setting
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Small group check Exit Cards
Peer evaluation Portfolio Check
3-minute pause Quiz
Observation Journal Entry
Talk-around Self-evaluation
Questioning Windshield Check
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Remember to check for prerequisite skills
…at the article on
assessment.
Note areas in the
progression that are
strong for you--& areas
with room for growth.
Jot down reactions,
questions, and points
you‘d like to discuss.
Please read silently for
about ten minutes.
You‘ll have time to talk
with colleagues after
the silent reading
time.
Copyright Carol Tomlinson 2010 44
Newer Teachers Veteran Teachers Administrators
Which of the steps in the author’s progression do you feel you were prepared to implement when you entered teaching & which are newer ideas to you. What encourages you to try these ideas? What discourages you from trying them?
In what ways has your journey toward understanding and implementing rich assessment practices been like the author’s? In what ways has it been different? What would you add to, eliminate from, or modify in the article based on your experience?
If you were to do a walkthrough in your school, which of the author’s conclusions would be common? Which would be rare? What might you do to enhance “informative assessment” in your building or district?
Share by Role
Please find one or two
others whose roles are like
yours and discuss the
prompt in the column that
matches your role.
University Faculty
What is the modelof assessmentyour preserviceteachers most often experience in college? What messages does that model give them about the role of assessment in classrooms? How well does that prepare them for their future roles?
Copyright Carol Tomlinson 2010 45
MATH INVENTORY
NAME DATE
1. How do you feel about math?
2. Do you think you are good in math? Why?
3. What are your best areas in math?
4. What are your weakest areas in math?
5. Do you think it is important to be good in math? Why?
6. What do you think are characteristics of students who are good in math? Why?
7. What do you do when you come to a math problem you can‘t solve?
8. How do you use math outside of class?
9. What do you usually do after school when you get home?
10. Do you most like to do when you have free time? Why?
11. What else should I know about you to teach you effectively this year?
What Sorts of Responses MightStudents Give for this Assessment ?
How Might you Use the Information toEnhance Learning?
1. I can’t do math because nobody inmy family is good with math.
2. Math is always easy for me. I justknow how to do problems when Iread them?
3. What I like to do in my spare timeis play sports and listen to music.
4. What I do when I get home is takecare of my brother and sister, andstart dinner until my mother getshome from work.
Think About the Example
Copyright Carol Tomlinson 2010 46
Jo Gusman (2005), Practical Strategies for Accelerating the Literacy Skills & Content Learning of Your English Language Learners. New Horizons
Childhood Present Ten Years from Now
It’s clear that the student has difficulty following directions and that her spelling and writing are far below grade level.
The student talks about liking childhood summers because there he could use his imagination. He and his friends built things and put on plays. Now his teachers assign summer reading and his mom makes him do it.
The student has a great way with words and a keen sense of humor, and obviously enjoys using itto entertain the class. He casts himself as someone teachers don’t much care for.
The student writes a couple of sentences about how quiet it is at home since his dad left and how much he wants to make good grades to make his dad proud.
The student says he doesn’t plan that far in advance. There’s no point in it.
The student says she will be a cartoonist or a comic book illustrator because she draws really well, is lousy in school, and won’t have to go to college to be an artist. She names several artists who didn’t graduate from high school or college.
Teacher Responses to these Student Answers
Pick 2 or 3 to discuss.
Copyright Carol Tomlinson 2010 47
At My Best…Thinking about your strengths and best features, please answer the following:
1. A positive thing people say about me is:
2. When I’m feeling great at school, it’s probably because:
3. A dream I have for myself is:
4. A thing I like spending time on is:
5. Something that captures my imagination is:
6. The best thing about my family is:
7. My strength as a learner is:
8. What I can contribute to the classroom is:
9. A thing I wish people knew about me is:
10. I’m proud of:
Strength-Based Assessments
Typical Assessment Info.
• Average IQ
• Average reading achievement
• Above average math computation
• Missed 10 days of school this quarter
• 2 in-school suspensions this quarter
Strength-Based Assessment
• Likes mechanical things
• Reads magazines about motorcycles
• Wants to learn more about computers
• Seen as a big brother to neighborhood kids
• Wants to travel some day
• Likes to talk about ideas
Based on idea from Sousa & Bender (2008). How the Brain Influences Behavior: Management Strategies for Every Classroom. Thousand Oaks, CA: Corwin.
Copyright Carol Tomlinson 2010 48
Benefits of “typical” assessment data Benefits of strength-based assessment data
Think About the Example
Copyright Carol Tomlinson 2010 49
Directions: Complete the chart to show what you know about ________.
Write as much as you can.
DefinitionInformation
Examples Non-
Examples
Fractions
Useful for pre-assessment & formative assessment of readiness in many grades & subjects
EXIT CARDS
On your exit card---
Explain the difference
between simile and
metaphor. Give some
examples of each as
part of your explanation.
on-going assessment of readiness
Copyright Carol Tomlinson 2010 50
EXIT CARDS - Learning Preferences
We used the following
learning strategies in this
lesson:
3 minute pause
T-P-S
Visualizing
What learning strategy or
strategies seemed to work best
for you? Why?
on-going assessment of learning profile
1-2-3 Summarizer
After reading over my rough draft---
1 thing I really like about my first draft
2 resources I can use to help improve
my draft.
3 revisions I can make to improve
my draft.
on-going assessment of to help student
self-awareness and planning
Copyright Carol Tomlinson 2010 51
High School Unit on
The Agricultural Revolution
•Major Emphasis to Lay
Groundwork for Rest of Year
•Reading, Lecture, Videos,
Journal Entries, Homework,
etc.
•Three Weeks into the Unit…
“So…what’s agriculture?”
Hilda Taba
Copyright Carol Tomlinson 2010 52
“Differentiation is making sure that the right students get the right
learning tasks at the right time. Once you have a sense of what each
student holds as „given‟ or „known‟ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”
Assessment as Learning: Using Classroom Assessment to Maximize Student Learning
Lorna M. Earl
Corwin Press, Inc. – 2003 – pp. 86-87
It’s about guiding students, not judging them.
It’s about informing instruction, not filling grade books.
It’s about before, during, & after—not just after.
It’s about teaching for success—not gotcha teaching.
Copyright Carol Tomlinson 2010 53
Work with a group of 3 to develop three ways to express
the role of assessment in differentiation.
You may work collaboratively or in parallel fashion to
develop your 3 expressions.
Please be ready to share your 3 expressions with
another group.
Heterogeneous Learning Profile Group
6 Quality DI
Ensures respectful tasks (based on
essential understandings, equally engaging,
require high level thought).
Copyright Carol Tomlinson 2010 54
Movie Time….
In Chad’s Classroom, Look For:
Evidence of the impacts of ability grouping ortracking over time
Ways in which Chad’s planning is trying to establish respectful tasksThink about his wordsCurriculumInstructionGrouping
What feedback would you give him (both positiveand suggestions)?
What do you think about Chad’s mindset?
A magazine about animals in general and “pets” in particular.
Published by Mrs. Watkins’ 2nd graders.
Every student creates
a pet page with words
and pictures about a pet
-- they have,
-- used to have,
-- would love to have.
Pages have both common and
specialized parts, based on student
interest and readiness in reading,
writing and research.
Every student selects
at least 2 of the
following:
-- an ad for a pet product
-- a funny story about a pet
-- a graph that compares pets in
some way
-- pet trivia
-- great pet photos with captions
-- a review of a movie or video
about a pet
-- drawings or paintings of pets
-- a cartoon about pets
Copyright Carol Tomlinson 2010 55
The Teacher (Managing Editor)
Assigns Each Student One Of The Following:
-- Guidelines for caring for one kind of pet
-- Reminders about how pets help people and people
help pets
-- Hints about training a kind of pet
-- An article about animals that make bad pets and why
-- An article about ”unusual” pets people have in other countries.
-- An article about how pets help people with handicaps
-- An article about families that train seeing-eye puppies
-- An interview with a vet about his/her job and training
-- Book hints for good reading about pets
-- Original poems about pets
-- An article about common health problems of pets and how to avoid them
-- A true story about a pet who was a hero
-- A list of common phrases and sayings about animals that are pets
The Teacher (Managing Editor)
Assigns Each Student One Of The Following: (continued)
-- An article about pets in sports
-- A chart that tells kinds of pets and numbers of pets
in the class, school, town and state
-- An article about a local pet shelter and the people
who work there
-- An article about pets of adults in the school
-- A design for the perfect pet and an explanation of why it’s perfect in every way
-- An original song (or score) about a pet
-- An article sketch, or Venn diagram that shows how a pet’s body is similar
to and different from a 2nd grader’s
-- A chart of famous people, their pets, and something interesting about their
time together.
-- An editorial about pets
Copyright Carol Tomlinson 2010 56
With Guidance From The ―Managing Editor,‖
Students Work At Various Times On:
Title of the magazine and cover design
Common elements for the in-common pieces
Developing a rubric for good writing
Helping others think of ideas
Editing for accuracy
Editing for quality
―Marketing‖ and distribution
Developing new ideas for contents
Organization and layout
Laminating and binding the magazine
Getting reviews from readers
Students Are Guided In:
-- doing research
-- conducting interviews
-- developing good titles
-- writing at the computer
-- adding detail to their writing
-- setting goals for their work
-- evaluating their work
Copyright Carol Tomlinson 2010 57
At various times, resource people come in to provide
information and guidance -- for example:
-- a photographer
-- a vet
-- an author
-- a cartoonistA major focus of the magazine is to help
students understand:
• interdependence between pets and people
• the relationship between an animal and its
environment
• comparison and contrast between various
pets, and between pets and people
• responsibility of people toward pets
• how other living things make people‘s lives
betterAn editor
A Bakers Dozen Indicators of Quality Differentiation:
A Deeper Look
Carol Ann TomlinsonCharlottesville, VA
Marcia Imbeau
Fayetteville, AR
Judy Rex
Scottsdale, AZ
ASCD
San Antonio, TX
March 11-13, 2009
Day 3
Copyright Carol Tomlinson 2010 58
Part 1—Analysis of Differentiation in Action
Part 2—Strategies for DI
Part 3/4—Management or Leadership
Part 4—Together
Part 1—Analysis of Differentiation in Action
Copyright Carol Tomlinson 2010 59
Part 2—Strategies for Differentiation
Judy—Bowie A—Elementary
Marcia—Bowie—Secondary
Carol—Both—Tiering, High End
Part 3/4—
Judy—Managing DI/Elementary—Bowie A
Marcia—Managing DI/Secondary—Bowie B
Carol—Leadership for DI--Lonestar
Copyright Carol Tomlinson 2010 60
Part 4—All Together—Lonestar—Wrap-Up
Part 1—Analysis of Differentiation in Action
Copyright Carol Tomlinson 2010 61
Analyzing Differentiation
Task: Analyze an example of differentiated instruction using specific criteria
Goals: To review non-negotiables of DI in context
To see how the elements come together (big picture of DI)
To reflect on your own practice or the practice of people whom you lead
Options:Based on interest by
grade level
Copyright Carol Tomlinson 2010 62
Secondary Math (video)----Judy---Bowie A
Elementary Social Studies (video)---Marcia---Bowie B
Primary Social Studies (video), Secondary Social Studies
(lesson plan)---Carol—Lone Star
Please take a few minutes to review the
―Look Fors‖ criteria at the back of your packet.
Work quietly for a couple of minutes to review the contents of
the Look Fors and note questions or insights as you do.
Discuss your thoughts with a colleague or two.
What thoughts or questions
can you share with the group?
What uses might you make of
this matrix in your
work?
Copyright Carol Tomlinson 2010 63
Secondary Math (video)----Judy---Bowie A
Elementary Social Studies (video)---Marcia---Bowie B
Primary Social Studies (video), Secondary Social Studies
(lesson plan)---Carol—Lone Star
Copyright Carol Tomlinson 2010 64
Dateline: Industrial RevolutionUnit Based on Dateline: Troy by Paul Fleischman
Copyright Carol Tomlinson 2010 65
Copyright Carol Tomlinson 2010 66
Copyright Carol Tomlinson 2010 67
Copyright Carol Tomlinson 2010 68
Copyright Carol Tomlinson 2010 69
Copyright Carol Tomlinson 2010 70
Part 2—Strategies for Differentiation
Judy—Bowie A—Elementary
Marcia—Bowie—Secondary
Carol—Both—Tiering, High End
Copyright Carol Tomlinson 2010 71
10 Quality DI
Addresses student readiness, interest,
and learning profile.
(Tiering)
What‟s the Point?
Readiness
Growth
InterestLearning Profile
Motivation Efficiency
Copyright Carol Tomlinson 2010 72
Tiered Tasks
Tiering:A readiness-based approach designed to help all learners work with the same
essential information, ideas, and skills—but at a degree of difficulty “just a little too hard” for that learner.
Criteria for Effective Tiering:• All tasks focused on the same essential knowledge, understanding, and skill
• All tasks at a high level of thinking
• All tasks equally engaging
Many Approaches Can Be Tiered:*Activities *Homework
*Labs *Tests/Assessments
*Centers *Products
*Journal prompts *Discussions/Questions
*Learning Contracts *ETC.
Tomlinson „03
Certain motivational states interfere with learning. Two
adverse conditions are especially dangerous:
anxiety and boredom
Anxiety occurs primarily when teachers expect too much
from students; boredom occurs when teachers expect too
little. When curricular expectations are out of sync with
students’ abilities, not only does motivation decrease, but
also achievement.
Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen
Copyright Carol Tomlinson 2010 73
When challenges and skills are in balance, the activity becomes its own reward.
Talented Teenagers by Csikszentimihalyi, Rathunde and Whalen
Zone of Proximal Development
Lev Vygotsky, 1978
Copyright Carol Tomlinson 2010 74
BRAIN RESEARCHReticular Activating System
RAS = “Toggle Switch”
HIGH MIDDLE LOW
Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)
Limbic aroused Cortical arousal Sleep (depression)
Flight / Fight Problem Solving Relaxation
Out of Control In Control Off Duty
Carbohydrates Proteins Carbohydrates/Dairy
Burnout Achievement Depression
Extreme Challenge Moderate Challenge No Challenge
Only one of these three states is activated (aroused) at a time:
―Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too
much from students; boredom occurs when teachers expect too little.‖ – Howard Gardner
Learning only happens when the toggle switch is in the middle position
Impact of Stress on Learning Performance
Teaching With The Brain in Mind by Eric Jensen • p. 57
Optimal Learning
Underperformance Underperformance
Sleep • Apathy • Concern • Relaxed Alertness • Anxiety • Distress • Chaos
Lower Stress Levels Higher
Copyright Carol Tomlinson 2010 75
What Zone Am I In?
Too Easy
• I get it right away…
• I already know how…
• This is a cinch…
• I‘m sure to make an A…
• I‘m coasting…
• I feel relaxed…
• I‘m bored…
• No big effort necessary…
On Target
• I know some things…
• I have to think…
• I have to work…
• I have to persist…
• I hit some walls…
• I‘m on my toes…
• I have to re-group…
• I feel challenged…
• Effort leads to
success…
Too Hard
• I don‘t know where to
start…
• I can‘t figure it out…
• I‘m spinning my wheels…
• I‘m missing key skills…
• I feel frustrated…
• I feel angry
• This makes no sense…
• Effort doesn‘t pay off…
THIS is the place to be… THIS is the achievement zone…
The “Equalizer”1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
9. Slower Quicker
Copyright Carol Tomlinson 2010 76
Simple to Spectacular:
How to Take One Basic Recipe to Four Levels of
Sophistication
Grilled Shrimp
Grilled shrimp with thyme and lemon
1
1
5
3
4
2
5
2
3
4
Grilled shrimp and
zucchini on rosemary
skewers
Grilled shrimp with apple
ketchup
Thai-style grilled shrimp on lemongrass skewers
Grilled shrimp balls with cucumber and yogurt
Copyright Carol Tomlinson 2010 77
Elementary Physical Education
SKILL: Dribbling and basketball
• Dribble from point A to point B in a straight line with one hand
• Switch to the other hand and repeat.
• Use either hand and develop a new floor pattern from A to B (not a straight line)
1
ZIGZAG –
• One hand
• Other hand
• Increased speed
• Change pattern to simulate
going around opponents
2
In and out of pylons as fast as possible
• Change hand
• Increase speed
Dribble with one hand – and a partner playing defense.
• Increase speed and use other hand
• Trade roles
Through pylons, alternating hands, & partner playing defense
• Increase speed
• Trade roles
3
4
5
The “Equalizer”1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
9. Slower Quicker
Copyright Carol Tomlinson 2010 78
Reading Homework Coupon
Name:
Date:
Please ask your child to tell you
the story in the book he or she brought
home today by looking at the pictures.
Reading Homework Coupon
Name:
Date:
Please echo read the book your
child brought home. (Echo reading
means you read a line, then your child
reads or echoes the same line.)
Ask your child to show you some
words in the story he or she recognizes.
Reading Homework Coupon
Name:
Date:
Ask your child to read with
expression as if he or she were reading
to entertain someone,
Ask your child to give you several
reasons why he or she likes (or dislikes)
the book.
Have your child tell you what
feelings the character in the book has.
Ask for evidence from the book.
Reading Homework Coupon
Name:
Date:
Ask your child to read with a
different voice for each character
After the reading, ask how your
child decided on how his/her voice could
help you know the various characters
better.
Ask your child to tell you which
character would be most fun to spend
time with. Ask for reasons for his/her
choice.
Adapted from Managing A Diverse Classroom by Carol Cummings - by Tomlinson ‘02
Know:
Part/Whole
Elements of a story
---plot
---setting
---characters
---conflict
Understand:
Authors use tools to develop images and ideas.
Careful use of seemingly unimportant details add up
to big ideas.
Do: Analyze a story to see how parts unite to make a greater
whole
Tomlinson ‘02
Story Parts & Wholes
Copyright Carol Tomlinson 2010 79
STORY MAP
Title:_______________________________
Setting:
Characters: ___________ ___________
___________ ___________
___________ ___________
Problem:
Event 1______________________________
Event 2_____________________________
Event 3_____________________________
Event 4_____________________________
Event 5_____________________________
Solution:
DETAILS
+___________________________
=
Main
Idea
Copyright Carol Tomlinson 2010 80
Copyright Carol Tomlinson 2010 81
Counting/Math Center
Task 1 Find a way to count and show
how many people are in our class
today.
How did you get your answer?
Task 2 Find a way to show how many
people are in our class.
How many absent today?
How many are here today?
How do you know?
Task 3 Find a way to show how many
boys are in our class today.
How many boys are absent today?
How many girls are here today?
How many girls are absent today?
Prove you are right.
Grade K
Counting (Skill)
As a result of this lesson,
students should:
Know:
Counting
More/Less
Understand:
I can talk about how I am
thinking.
I can make a plan to help me
count things.
Be Able to:
Count
Show results
Explain a plan for counting
Copyright Carol Tomlinson 2010 82
Justin‘s Group of Coins Sarah‘s Group of Coins
www.exemplars.com
Piggy Bank
Justin and Sarah‘s mom looked at the group of coins. She told Justin and
Sarah that if they could make each group total the same amount, she
would match that amount for their piggy bank. Show Justin and Sarah
how to arrange their coins in 2 equal groups. Explain your thinking.
Taking a lesson, or task you already have and
differentiating according to need is a easy way
to begin the process. Ask yourself: what is
concept/principle that is guiding this lesson?
Justin‘s Group of Coins Sarah‘s Group of Coins
Justin‘s Group of Coins Sarah‘s Group of Coins
www.exemplars.com
Alternate Versions of the Task:
More Accessible Version
More Challenging Version
Each task will still
result in the student
explaining the
strategy used to
solve this problem
Copyright Carol Tomlinson 2010 83
Whatever the level, the reasoning behind the solution
can determine understanding and application:
Novice Understanding
www.exemplars.com
Expert Understanding
A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week.
B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.
Upper Elementary Math
Copyright Carol Tomlinson 2010 84
A. A classmate had to leave the room today just as the lab experiment was beginning to come to a conclusion. Please write that student a note explaining what happened in the lab, why it happened, and what practical use there is in the real world for what the experiment shows us. You’re his/her only hope for clarity! Be as much help as possible.
B. Select a key or critical element in the experiment today. Change it in some way. What will happen in the experiment with that change? Why? What principle can you infer? Be sure you go for something useful, insightful, and intellectually or scientifically meaningful at your choice.
Middle School Science
A. You are a relatively wealthy white male in the month of the 2004 presidential election. Who will you vote for and why (if you are typical of that group)? Now, who will you vote for if you are typical representative of the following groups (and why):
-a relatively wealthy Hispanic female
-a poor Hispanic male, 26
-a poor white female, 30
-a middle class African American male, 50
-a middle class, elderly, white male, 80
-another category of your choice
B. You are in a town meeting the month of the 2004 presidential election. The group of six talking together comes from varied age groups, regions, ethnic groups, jobs and socioeconomic status. Each is typical of a category of voters. Create the group. In both written and graphic form, indicate who they will vote for, why, and how they are likely to feel about their choice 4 years later.
High School Government
Copyright Carol Tomlinson 2010 85
Part 3/4—
Judy—Managing DI/Elementary—Bowie A
Marcia—Managing DI/Secondary—Bowie B
Carol—Leadership for DI--Lonestar
Copyright Carol Tomlinson 2010 86
Leadership forDifferentiated
Schools & Classrooms:
Carol Ann Tomlinson, Ed.D.William Clay Parrish, Jr. Professor
University of Virginia<[email protected]>
Copyright Carol Tomlinson 2010 87
In General
•Teachers cover content (we do not teach individuals).
•The content is highly prescribed.
•There is too much of it for the time available.
•The end game is success for everyone on the same test.
administered at the same time, under the same circumstances.
•Teachers perceive sanctions are great for failing to get students to
the end game.
•Student variance is inconvenient at best and irrelevant at worst in
the race to coverage.
•In some ways, the need to deliver all students as a package is
comfortable to teachers.
•It allows us to retain (and intensify) familiar habits of instruction that is:
teacher-centered
low-level
text-focused
orderly & predictable
It is important to say that change is a possible
task: ―Schools, classrooms, and school
systems can and do improve. The factors
facilitating improvement are neither so exotic,
unusual or expensive that they are beyond
the grasp of…ordinary schools.‖
Clark, Lotto & Astuto in Michael Fullan (2001),
The New Meaning of Educational Change (3rd Edition),
pp. 59-66.
Copyright Carol Tomlinson 2010 88
Conway Elementary School St. Louis, MO
•Principal as visionary,
•The change process was intensive, but orderly and
progressed more or less according to plan,
•Same staff developer for 6 years & continuing,
•High involvement of principal in classrooms,
•Professional development focused in the classroom,
•Modeled differentiation,
•Developed a strong professional learning community,
•Distributed leadership,
•Changed beliefs and practice,
•Encouraging news from a discouraging event.
Colchester High School Colchester, VT
•Principal as visionary,
•The change process was intensive, non-linear, inductive,
•Same in-house guide for staff development for six
years & continuing,
•High involvement of principal in classrooms,
•Professional development focused at department and
classroom levels—inquiry based,
•Modeled differentiation,
•Built a strong professional learning community,
•Distributed leadership,
•Changed beliefs and practices,
•Encouraging news from a difficult event.
Copyright Carol Tomlinson 2010 89
A simple average of the percent of students who met the
state standards during the three pre-differentiation years
in comparison with the first three years of the
differentiation initiative show:
•communication arts pass rates moving from 61% to 69%,
•science from 71% to 76%, math from 64% to 79%,
•and social studies from 59% to 83%.
The state scores were not only lower during the six years,
but they also remained relatively static.
1998 1999 2000 2001 2002 2003
Percent of Students with
Reading scores < 65
34% 41% 38% 19% 18% 24%
Percent of Students with
Language Scores < 65
40% 56% 52% 31% 39% 34%
Percent of Students with
Math scores < 65
43% 58% 52% 31% 35% 34%
Percent of Students with
Reading Scores > 65
66% 59% 62% 81% 82% 76%
Percent of Students with
Language Scores > 65
60% 44% 48% 69% 61% 65%
Percent of Students with
Math scores > 65
57% 42% 48% 69% 65% 66%
NOTE: Conway uses 65% as its point of comparison, not 50%
Pre-Differentiation Post Differentiation
GR 5 TerraNova
Scores at Conway
Copyright Carol Tomlinson 2010 90
1998 1999 2000 2001 2002 2003
Levels
4 & 5
Conway
4th
grade
math
56% 64% 71% 83% 77% 79%
Levels
4 & 5
State
4th grade
math32% 35% 37% 37% 38% 38%
Levels
4 & 5
Conway
3rd
grade
science
71% 63% 80% 71% 73% 84%
Levels
4 & 5
State
3rd
grade
science
39% 35% 45% 45% 48% 48%
Percent of Students at Conway and in the State Achieving at the
Advanced and Proficient Levels on the Missouri Assessment Program
(MAP), 1998-2003
Pre-Differentiation Post-Differentiation
Level 5
Conway
4th
Grade
Math
17% 16% 15% 24% 34% 24%
Level 5
State
4th
Grade
Math
5% 6% 8% 8% 8% 7%
Level 5
Conway
3rd
Grade
Science
15% 7% 23% 27% 27% 41%
Level 5
State
3rd
Grade
Science
6% 4% 10% 10% 9% 10%
Percent of Students at Conway and in the State Achieving at the
Advanced Level on the Missouri Assessment Program (MAP), 1998-2003.
Pre-Differentiation Post Differentiation
Copyright Carol Tomlinson 2010 91
In 2003, Conway Elementary
was named a Gold Star School of
Excellence by the Missouri Department of
Elementary and Secondary Education
in recognition of their high test scores,
professional development initiatives, programming,
and parent involvement.
Their test scores continue to rise.
Teacher, student, and parent
satisfaction is high.
College attendance increased from 68% in 1999 to 74% in 2006.
The number of Advanced Placement Sections increased from
6 in 1999 to 13 in 2006.
(The number of students achieving ―Honors‖ status on the NSRE
exams between 1999 and 2006 have risen in every subject
tested—often dramatically (for example: from 17% to
29% of students achieving honors status in writing
conventions, from 19% to 46% in math skills,
from 15 to 25% in math concepts,
and from 8% to 15% in math problem solving).
Disciplinary interventions dropped by 42% between 2000 and 2006.
Expulsions declined from 7 in 2001 to 1 in 2006.
The dropout rate decreased from 6.9% in 1999 to 1.03 %
over five years.
Named a Distinguished School by State of Vermont
Qualitative measures document significant
improvement in school climate for teachers.
Copyright Carol Tomlinson 2010 92
Reading Understanding 53% 63%
Reading Analysis/Interp. 51% 78%
Writing Effectiveness 58% 82%
Writing Conventions 82% 85%
Math Skills 33% 68%
Math Concepts 44% 52%
Math Problem Solving 25% 54%
Standardized Test 1999 2006
3 minute pause
Talk in groups of 3-5 to:
• Discuss the outcomes forColchester & Conway
• Specify outcomes youwould accept as evidenceof success in your schoolor district
• Pose clarifying questions
Copyright Carol Tomlinson 2010 93
Big Idea
of Differentiation:
What must be in place for
defensible differentiation?
Why do the principles
matter?
Copyright Carol Tomlinson 2010 94
CommunityCommunity
• Teacher-Student Connections
• Safe Environment
• Shared Partnership
Curriculum
• Essential KUDs
• Engagement
• Teaching Up
Instruction
• Addressing R, I, LP
• Flexible Grouping
• Multiple Strategies
• Flexible Management
Assessment•Pre-assessment•On-going Assessment to Inform Instruction
•3-P Grading
D
I
F
F
E
R
E
N
T
I
A
T
I
O
N
―First order‖ change is incremental, can occur in small steps, and
does not require a dramatic departure from the way things are.
Second-order change necessitates a dramatic departure from the
status quo.
School leaders tend to approach all change as though it
were first order change and thus to approach it in an almost
casual way--and a little at a time.
It is likely that underestimating the complexity of major change
leads to the downfall of many change initiatives
While second-order change predicts greater complexity and more
problems than first order change, it is also generally predictive of
greater gain because more is being attempted.
Copyright Carol Tomlinson 2010 95
Such leaders are propelled by a vision
They ask themselves and others:•What is school about?
•What do we believe in?
•Why do we do what we do the way we do it?
•How are we unique?
•What do we want to become?
•What role might each of us play in becoming something better
They are the driving force behind the change.
They are respectful of the people whom
ask to change.
They build community.
They ensure ―distributed leadership.‖
They ―pace‖ the change—not too fast, not too slow.
They provide both pressure & support.
They know an absence of tension suggests an
absence of progress.
They understand the initiative well—its theory,
research, & practice.
They plan for the long term.
They focus—no ―Christmas tree‖ schools.
They provide hope when it‘s needed.
They are celebrants when it‘s appropriate.
They are both directive and flexible.
They consistently monitor the change
process & its impacts.
Copyright Carol Tomlinson 2010 96
They clarify the vision-keep it in the forefront of all
that
goes on in school.
They model differentiation for the faculty.
They operate in a way that is consistent with their
beliefs.
They are courageous—not content to manage a
school—
They envision a better way to do school.
Such professional development support helps people answer:
Why is the change needed?
What will it mean for us and for our students when the
change comes about?
Is what we‘re being asked to do possible?
Can we see it in practice?
How will we develop the skills necessary to enact the change?
Such professional development is sustained.
It requires an environment safe for change & risk-taking.
caring climate
respect for diverse viewpoints
easy to get help
varied ways to learn and grown
clear feedback
It requires a strong staff developer who
knows the change initiative.
It happens largely in the classroom.
Copyright Carol Tomlinson 2010 97
It builds and nurtures a professional community of learners.
Shared knowledge
Shared inquiry
Non-defensive self-examination of practice
Deals with hard questions (including grouping/tracking)
Diminishes ―private practice teaching‖
Problem solving
Recognition of one another‘s successes
It provides clarity of focus
Needs of students
Understandings, knowledge, & skills of teachers
necessary to meet those needs
Quality of learning environment
Quality of curriculum
Quality of instruction
Quality & uses of assessment
Fidelity to the model
It models differentiation
It is rooted in the classroom—includes coaching
It includes components for parents
“Gatekeeper” Skills of Responsive Teaching
Reflecting on StudentsUsing Effective
Instructional Approaches
Developing Clarity About Curriculum
Managing for Flexibility
Copyright Carol Tomlinson 2010 98
Reflecting on Students
• What do I want to know about my students as individuals? As a group?
• What do I already know?
• How well do they read? Write?
• How well do they understand when they listen?
• What‟s hardest for them in school?
• How do they feel about their peers?
• How do their peers feel about them?
• How does their culture affect their learning?
• How does gender affect them?
• What do they already know about what I plan to teach?
• What are their dreams? What are their interests?
• How do they work best?
• What kind of adult support do they have outside of school?
• What experiences do they have that enable them to relate to what we study?
• What attitudes do they have about learning? About school?
Tomlinson, ‗03
1
Clarity about Curriculum
• What is this topic really about?• Why does it matter to study?• What makes it connects to the lives of learners?• What would experts say is the essence of the topic?• How does the topic help students understand the discipline better?• How does the topic make sense to experts?• What should students know, understand, and be able to do as a
result of each lesson and the unit as a whole?• What questions are essential to ask about the topic?• What are the key concepts that give the topic meaning?• What is the “genius” of the topic?• What do experts do with these ideas? What kinds of problems do
they solve?• What is the potential of this topic to show students connections?• What is the potential of this topic to help students understand
themselves and their world?• What will engage the minds and hearts of the students?
Tomlinson, ‗03
2
Copyright Carol Tomlinson 2010 99
Managing for Flexibility
• How can I use time more flexibly?• How can I use space more flexibly?• How can I use materials more flexibly?• How do I help students understand and appreciate the varied needs
they represent?• Where do I find time to meet with small groups?• How do I craft tasks that provide adequate challenge, engagement, and
structure for individuals and small groups?• How do I give multiple sets of directions?• How do I help students move efficiently in the classroom?• How do we practice class routines to help students become
independent?• How can I make students my partners in operating our classroom?• How and when can I coach individuals?• What record-keeping systems clarify goals and progress for me and my
students?• How do I establish and maintain appropriate levels of sound and
movement in the classroom?
Tomlinson, ‗03
3
Using Effective Instructional Approaches
• In what ways might I honor student interests? • What options do I have when I share ideas with students?• What options do I have when I craft tasks for students?• In what ways might I honor students‟ varied preferences for
learning?• How can I encourage a wide range of complex thinking?• What modes of expression might I offer students?• What modes of expression might I teach students?• How can I support student proficiency with reading? Writing?• How can I point the way to increasing quality in student work?• Which instructional approaches best serve the goals of this
lesson/unit?• How do I ensure that the approaches I select serve my
students well?• What choices in learning might I offer my students?
Tomlinson, ‗03
4
Copyright Carol Tomlinson 2010 100
Second order change is complex, messy, uncertain,
labor-intensive, and long-term.
When a leader asks colleagues to undertake such
change, it is the leader‘s obligation to determine
whether the proposed change is ―working‖
―working‖ and to make subsequent
plans accordingly.
Part 4—All Together—Lonestar—
Wrap-Up
Copyright Carol Tomlinson 2010 101
www.caroltomlinson.com pdfs of the sessions will be at this site beginning by
Tuesday and will remain there for about two weeks.
www.differentiationcentral.com an emerging website with information on
differentiation
13 Quality DI
Professionalizes teachers (leads toward
expertise).
Copyright Carol Tomlinson 2010 102
Teacher as teller/Teacher as telling
Student as absorber
Curriculum as coverage • facts/information
Kids as dependent and incapable
Lessons/activities as relatively low level/drill
Pedagogy as teacher performance
Assessment as
• at the end • seeing who got it
• loosely linked to goals • objective
Control as synonym for management
Fair as treating everyone alike
Grades as
• norms • objective • separating sheep and goats
Tomlinson • 00
TEACHER
Students
Control
Telling
Practice/Drill
Judging
Comply, Attend, Retain
The Elements of Teaching Before the Change
Copyright Carol Tomlinson 2010 103
Some Implications of Deep Structure Beliefs about Teaching
Belief Impl. For Environment
Impl. For Curriculum
Impl. ForInstruction
Impl. For Assessment
Teaching is
Telling
Students are
passive
Class is teacher-
centered
Fact-oriented
Low emphasis on
meaning-making
Emphasis on
teaching vs.
learning
Low-level,
single right answer
assessments
Learning is
Giving Back
Low on
collaboration &
problem solving
Shallow, low-
level, concrete
content
Drill, skill, data
orientation
No need for
authentic
assessment
Students are
Largely
Dependent
Little emphasis on
community of
learners
No trust of
independent
work, thought,
ownership
Open-endedness,
student choice,
student not seen
as viable
Perceive that
students can’t do
authentic/perf.
assessments
Management
is about
Control
Emphasis on
compliance
Little opportunity
for student sense-
making
Group work ,
small group
instruction, varied
tasks too risky
Assessment of
learning vs. for or
as learning
Fair Means
Treating
Everyone
Alike
Student
differences largely
irrelevant
Connecting
content w/
individuals not
necessary
Not acceptable to
vary materials,
pace, support,
environment, etc.
One-size fits all
assessments
necessary
Tomlinson 07
TEACHER
STUDENT
Making Meaning
Facilitating Learning
Charting a Course
Leading for Success
Curriculum
Instruction
Assessment
Management
The Elements of Teaching After the Change
Copyright Carol Tomlinson 2010 104
Owning Student Success
Cre
atin
g a
P
ositive
E
nviro
nm
en
t
Stu
dyin
g S
tu
de
nts
Connecting with Students