[PDF] - 11/29/17 new realities new choices Thursday, November 30, 2017 PDF Document

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new realities new choices

Thursday, November 30, 2017

#SPEDAhead

One-size-fits-all teaching and learning won’t work. Differentiation is essential, but we can’t do it alone and we need inspiration.

Former public school teacher and

administrator of special services for struggling and advanced learners

Co-director of the Institutes on Academic

Diversity, Curry School of Education, University of Virginia

Author of numerous books, articles, and

studies on differentiated instruction

Presenter and consultant on differentiated

instruction to educators worldwide

Carol Ann T

mlinson, Ed.D

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Welcome!

We all share the desire to help develop blueprints for success for the students we support. Think about your work in a broader perspective, beyond the business of your day-to-day life. Think of yourself as a leader for change on behalf of your students, not just having a job. Diversity is a massive challenge! What if we created a place where every student has equal access to excellent instruction? What if every school principal had a clear vision of the power of inclusive teaching?

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To be an architect of the vision, talk to everyone you know about why this matters for students – and for them.

Become an Architect of Differentiated Instruction

Principle #1

Start (and Stick) With Why

There are only two ways to influence human behavior. You can manipulate it, or you can inspire it.

– Simon Sinek

Principle #2

Have a Clear Definition of What Differentiation Means A hodgepodge of definitions keeps us from having clear targets and understanding of how differentiation benefits our students.

Differentiation

It might mean… I think it means… It could mean… Differentiation is a set of instructional strategies that you use to help kids do different things to complete tasks so they are more likely to be successful.

Differentiation: Here’s What I Thought It Was

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A classroom

is a system of interdependent parts

We must understand

how the parts work for or against us

There are five key

elements that make it effective

Differentiation: What I Understand Now Create an active learning environment that supports student growth and learning.

Has a growth mindset
Works to develop

meaningful student connections

Builds a team of learners
Encourages supportive

community

Classrooms That Work

It takes a teacher who…

Have absolute clarity on student success, including KUDs.

What students need to

Know Understand Do

When working with students with special needs we need to know what really matters so we teach – and they learn – with clarity.

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We need to replace flat, boring, lessons with an engaging curriculum that supports student understanding, especially for students with learning difficulties.

T each What It’s About and How It Works T eachers must know where students are and aim to move them ‘+1’ beyond that point; thus the idea of teaching the class as a whole is unlikely to pitch the lesson correctly for all students.

– John Hattie

Use assessments to inform instruction.

Use assessments to monitor where students are in the learning process and to plan instruction that works well for each student.

Monitor Progress Regularly They might not understand. Vocabulary problem? They’re ready to move on!

We develop an evolving sense of where kids are individually and in groups so we know what everybody’s “+1” step is.

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Adjust professional support and instructional strategies. Effectively lead and manage classroom time, routines, and learning

pportunities.

Establish a balance between the flexibility to meet the needs of different kids and the predictability we need to know how the classroom will work.

Classrooms in Balance Flexibility Predictability

Active Learning Environment

Understand Student Success Use Assessments

Effectively Lead and Manage

Adjust Student Support

Quality Differentiation Requires All Five Elements to Work In Concert

Differentiation is a proactive response to learner needs, shaped by a teacher’s mindset.

Differentiation

Active Learning Environment Understand Student Success Effectively Lead and Manage Use Assessments Adjust Student Support

Guided by Five Principles (Elements)

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Content Process Product Affect / Environment

T eaching Strategies

Readiness Interest Learning Profile

Meet Student Needs

Learning Centers RAFTs Scaffolded Reading/ Writing Learning Contracts Small Group Instruction Tiered Assignments Graphic Organizers

Instructional Materials and Supports

Principle #3

Why It’s Difficult to Differentiate Empathy and perspective can help administrators understand a teacher’s reluctance to change.

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Deep Structures of Schooling Deep Structures of Schooling

A good teacher is a teller

Deep Structures of Schooling

A good student is an absorber A good teacher is a teller

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable Lessons are facts related to the subject

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller

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Kids are dependent and incapable Lessons are facts related to the subject Pedagogy is a bag of tricks

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable Lessons are facts related to the subject Pedagogy is a bag of tricks Assessment is a test to see who got it

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable Lessons are facts related to the subject Pedagogy is a bag of tricks Assessment is a test to see who got it Control is a synonym for management

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable Lessons are facts related to the subject Pedagogy is a bag of tricks Assessment is a test to see who got it Control is a synonym for management Being fair is treating everyone alike

Deep Structures of Schooling

Curriculum is something we cover A good student is an absorber A good teacher is a teller Kids are dependent and incapable Lessons are facts related to the subject Pedagogy is a bag of tricks Assessment is a test to see who got it Control is a synonym for management Being fair is treating everyone alike

Deep Structures of Schooling

Grades separate sheep from goats Curriculum is something we cover A good student is an absorber A good teacher is a teller

Belief Implications for Environment Implications for Curriculum Implications for Instruction Implications 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

rientation

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

To m lin s

n

Some Implications of Deep Structure Beliefs About T eaching

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Creating responsive classrooms is incredibly difficult because most educators have some or all of these deep structure beliefs that can cause erosion in the cogs that need to turn together.

Active Learning Environment

Understand Student Success Use Assessments

Effectively Lead and Manage

Adjust Student Support

Principle #4

Understand Second-Order Change and Plan Accordingly

Change is uncomfortable. Write that down.

– Justin Bieber

Second-Order Change Changes (Almost) Everything. First-Order Change

Tweaking things we already

do

Same environment,

approach, and assessments

Within existing paradigms
Consistent with prevailing

values and norms

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Second-Order Change

A break with the past
Outside of existing

paradigms

Conflicted with prevailing

values and norms

Requiring new knowledge

& skills to implement Leaders need to work together to understand challenges and complexity, and to enact second-order change.

The Journey to Second-Order Change It’s a long road.

Research tells us that to make powerful change in schools requires investment and consistent work for seven or more years. Initially, if the vision makes sense to teachers, and they see how students benefit, they’re enthusiastic and believe that change will be good.

Initiation

GO!

An “implementation dip” frequently happens. Teachers feel they lack time, materials, or partners. They get concerned it isn’t going to work.

Early Implementation

DIP

Empathetic leaders can be an extra set of hands, assist in planning, and help teachers help change become deeply embedded and fully institutionalized.

Institutionalization

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Teaching Model

Teach it Model it Do it Work together Set up support Do it

n your
wn

Because we feel urgency, we often move people too quickly from learning about it to doing it independently.

Do We Expect T

o Much T
o Soon?

“I show you” “We do together” “You try with a little help” “You do

n your
wn”

CONSULT COACH

TRAIN Independent practice T eaching and modeling Shared attempts and interactions Guided support

Special education leaders can help teachers make our classrooms work better for all students. Second-order change will have ups and downs, but it’s for the long haul and leaders understand that and are ready.

Be Ready for Ups and Downs

Principle #5

Know the Importance of Principals in Bringing About School-wide Change It’s important for all of us to partner with school principals to move change forward.

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I’d love to share some ideas with you.

Good!

I just read a research study and wanted to share this with you. Have you ever thought about this?

Teacher Principal

People change because they see the light or feel the heat.

– Eric Hoffer

Most people change when they both see the light and feel the heat.

– Eric Hoffer

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Principals have the authority to enlighten and to apply heat if needed to make change happen.

Principle #6

Build a Differentiation Team

Those who know why need those who know what and how.

– Simon Sinek We need a team of people doing the daily work over a long period of time and a person who provides the inspiration.

“From the Outside” Staff Developer/Coach “From the Inside” Teacher Liaison “Distributed Leadership” Coaches and DI Team

Three Methods to Build Support Capacity

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The principal decided to find a staff developer/coach from the outside, who would be in the school regularly to help make change happen.

Method 1: From the Outside: Staff Developer/Coach

The principal searched for a staff developer who she believed had the right knowledge and would relate to her school’s situation.

Method 1: Staff Developer and Coach

The candidate spent time with teachers (without the principal) so they got to know her and assess the fit.

Method 1: Staff Developer and Coach

The same developer and coach worked with the school for several years.

Method 1: Staff Developer and Coach

The staff developer spent almost all the time in classrooms coaching teachers. There were meetings with the whole faculty to share and discuss.

Method 1: Staff Developer and Coach

Many others were assigned roles to help make change happen. The staff developer worked with them together for several years to help them pursue a common vision.

Method 1: Staff Developer and Coach

Grade Level Chair Assistant Principal Parents Media Specialist

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The principal identified several teachers to attend conferences so they would become comfortable beginning to differentiate their classrooms.

Method 2: From the Inside: A T eacher Liaison

The principal asked the teacher who was making the greatest progress with differentiation to split time between teaching and coaching, and to become a teacher liaison.

Method 2: A T eacher Liaison Method 2: A T eacher Liaison

The liaison continued to teach and model differentiation, train and coach other teachers, and build trust over several years.

A s s i s t a n t P r i n c i p a l

G

u i d a n c e C

u

n s e l

r
C

l a s s r

m

S p e c i a l i s t

D

e p a r t m e n t C h a i r

Change

There is shared responsibility and leadership, with the teacher liaison as the critical catalyst for change.

Method 2: A T eacher Liaison

The school principal organized a schoolwide differentiation team.

Method 3: Distributed Leadership: Coaches and DI T eam

The team continued teaching in their areas of specialty and meeting weekly to deepen their understanding and to develop a plan for the entire school.

Method 3: Coaches and DI T eam

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Team members became differentiation emissaries in classrooms, helping teachers, working with one or two students, or categories of students.

Method 3: Coaches and DI T eam

Regardless of the method, differentiation teams give power to the “how” and the “what” by working with teachers in classrooms.

Graduated Support and Experts Helping T eachers

However you decide to build a differentiation team, the principal continues to be the visionary, visiting classrooms, talking to and learning from teachers.

Principal as Visionary

Principle #7

Know Where Y

u’re Going — Have Clear Learning

Targets for Teachers

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Y

u have to

differentiate instruction! We already do that and they just don't ever come in the

classrooms. And if they

came and saw us, they'd know we were doing it. When I see you differentiate today, what will I see you do? There’s no shared definition of differentiation.

Differentiation Grows Up: A Continuum of Teacher Growth

Key DI Element Low Proficiency High Proficiency Learning Environment

Flat or Rigid Fix ed M inds et Low Teac her-S tud ent Connec tio ns “Uns afe” or un welc

m

in g for Som e Stud ent s General Awarene s s

f

, Res pec t for Stud en ts General Teac her-S tud ent Connec tions Still Largel y F ix ed M inds et Som e Com m unity Buil din g General Teac her Em

tio

nal Support Growth M inds et Fa irly Co ns is t en t General Sens e

f

Com m uni ty M

s t Students

See m to “Be lo ng ” Teac her Em

tio

na l Su ppo rt fo r al St ude n ts Clas s Work s , Su pp

rts

One Ano the r Li k e a Team High Teac he r-Stud en t Con ne c ti

n

s Feels Lik e a Good “Hom e” f

r a

ll Stud en ts

Curriculum

Fac t, Sk ill s Ba s e d Right-Ans wer Orie nte d Low Relev anc e Low Goal Clarity Som e Goal Clarity M

re Coherent

M

re Foc us on

Und ers tan di ng M

re Thoughtfu

l Periodic Rel ev a nc e Cons is tent Goal Clari ty Unders tandi ngOften Em pha s i z e d Planned for Enga ge m ent Generally Rel ev ant for a Wi de Range of Stud ent s Unders tandi ng-F

c

us ed High Relev an c e High Authenti c i ty Inc ludes S tud ent Voi c e

Assessment

As s es s m entOF Le arni ng Fac t & Sk ill s Ba s e d Low Alignm ent Little Em phas is

n

Unders tan di ng As s es s m ent FOR Lea rni ng Som e Alignm ent w/ K UDs & Ins truc t ion Som e Em phas is o n Un ders ta ndi ng As s es s m ent FOR Lea rni ng General Align m ent Regularly Stu di es Stud en ts Foc us ed Fe ed bac k As s es s m ent FOR & AS L ea rnin g Students Cle arly u nde rs t and th e Rol e o f As s es s m ent in Tea c h ing & L earn in g Tight Alignm en t w/ KUDs & Ins truc tio n Authentic , Un de rs ta nd ing

Foc

us ed Differentiate d

Instruction

Teac her-Cente red M

s tly One-Siz

e-Fi ts -Al Low Alignm ent b etwe en KUDs & Ins tru c t ion Student Choic e Better Alignm en t Low Prep Reac tiv e Dif fere nti atio n Interes t/Lea rni ngProfi le Differenti atio n P rev ail Generally Proa c t iv e Dif fere nti a ti

n

Generally Good Al ign m ent Flex ible Gro upi ng Gene rall y Us e d Plans DI “from the m idd le

u

t” High Alignm ent Proac tiv e Di ffere nti ati

n

Regularly Te ac hes Up Strong Readin es s Di ffere nti ati

n

Res pec tful Tas k s Con s i s t ent ly Ev i de nt

Leadership & Management

Com plianc e-Fo c us ed Rule-Oriented Low Trus t of St ude nts M anages Kids Som e Flex ibil ity Following Rul es s t ill

f

ten Trum ps Student Nee ds Som e Opportunity fo r Fle x i bl e Learning Carefully Pla ns , Te ac hes Ro u ti n e s Teac her Ex p lai ns hi s / her Thi n k in g to Studen ts Em powers Studen ts t

As

s i s t w ith Routines in Vari ed Way s Elic its Stud en t In put

n

Im pro v in g Learning Philos ophy

Gui

ded Student-Center ed Learning-Orien ted Full Student

Tea

c h er Pa rtne rs hip Teac her Lea ds Kid s , M ana ges Ro uti nes Balanc es F lex ib ili ty & Pre dic ta bil ity Students work to get her Effe c ti v e ly /Effi c i e n t ly

When teachers understand the continuum of development, they know where they are and what their next step is.

Key DI Element

PROFICIENCY

High

This is where I am. I’m here. I think I’m here. This is where I am.

Low

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When we have clear targets for teachers, we can better assess where they are and then, at the right time, help them move forward.

T argeted T eacher Development Plans

Use the resources in your handout packet in conversations with teachers, for planning, and in your own work.

Key DI Element Low Proficiency High Proficiency Learning Environment

Flat or Rigid Fix ed M inds et Low Teac her-S tud ent Connec tio ns “Uns afe” or un welc

m

in g for Som e Stud ent s General Awarene s s

f

, Res pec t for Stud en ts General Teac her-S tud ent Connec tions Still Largel y F ix ed M inds et Som e Com m unity Buil din g General Teac her Em

tio

nal Support Growth M inds et Fa irly Co ns is t en t General Sens e

f

Com m uni ty M

s t Students

See m to “Be lo ng ” Teac her Em

tio

na l Su ppo rt fo r al St ude n ts Clas s Work s , Su pp

rts

One Ano the r Li k e a Team High Teac he r-Stud en t Con ne c ti

n

s Feels Lik e a Good “Hom e” f

r a

ll Stud en ts

Curriculum

Fac t, Sk ill s Ba s e d Right-Ans wer Orie nte d Low Relev anc e Low Goal Clarity Som e Goal Clarity M

re Coherent

M

re Foc us on

Und ers tan di ng M

re Thoughtfu

l Periodic Rel ev a nc e Cons is tent Goal Clari ty Unders tandi ngOften Em pha s i z e d Planned for Enga ge m ent Generally Rel ev ant for a Wi de Range of Stud ent s Unders tandi ng-F

c

us ed High Relev an c e High Authenti c i ty Inc ludes S tud ent Voi c e

Assessment

As s es s m entOF Le arni ng Fac t & Sk ill s Ba s e d Low Alignm ent Little Em phas is

n

Unders tan di ng As s es s m ent FOR Lea rni ng Som e Alignm ent w/ K UDs & Ins truc t ion Som e Em phas is o n Un ders ta ndi ng As s es s m ent FOR Lea rni ng General Align m ent Regularly Stu di es Stud en ts Foc us ed Fe ed bac k As s es s m ent FOR & AS L ea rnin g Students Cle arly u nde rs t and th e Rol e o f As s es s m ent in Tea c h ing & L earn in g Tight Alignm en t w/ KUDs & Ins truc tio n Authentic , Un de rs ta nd ing

Foc

us ed Differentiate d

Instruction

Teac her-Cente red M

s tly One-Siz

e-Fi ts -Al Low Alignm ent b etwe en KUDs & Ins tru c t ion Student Choic e Better Alignm en t Low Prep Reac tiv e Dif fere nti atio n Interes t/Lea rni ngProfi le Differenti atio n P rev ail Generally Proa c t iv e Dif fere nti a ti

n

Generally Good Al ign m ent Flex ible Gro upi ng Gene rall y Us e d Plans DI “from the m idd le

u

t” High Alignm ent Proac tiv e Di ffere nti ati

n

Regularly Te ac hes Up Strong Readin es s Di ffere nti ati

n

Res pec tful Tas k s Con s i s t ent ly Ev i de nt

Leadership & Management

Com plianc e-Fo c us ed Rule-Oriented Low Trus t of St ude nts M anages Kids Som e Flex ibil ity Following Rul es s t ill

f

ten Trum ps Student Nee ds Som e Opportunity fo r Fle x i bl e Learning Carefully Pla ns , Te ac hes Ro u ti n e s Teac her Ex p lai ns hi s / her Thi n k in g to Studen ts Em powers Studen ts t

As

s i s t w ith Routines in Vari ed Way s Elic its Stud en t In put

n

Im pro v in g Learning Philos ophy

Gui

ded Student-Center ed Learning-Orien ted Full Student

Tea

c h er Pa rtne rs hip Teac her Lea ds Kid s , M ana ges Ro uti nes Balanc es F lex ib ili ty & Pre dic ta bil ity Students work to get her Effe c ti v e ly /Effi c i e n t ly

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Use this guide as a tool for conversations with teachers about how they are doing in each of the differentiation elements. Where are you with this?

Indicators of

differentiation

Foundational knowledge
Understanding and skill

to move the indicators

Staff development

Principle #8

Make Sure Most Professional Development Takes Place in Classrooms

Presentations of

information valuable for gaining knowledge early in the change process

May be the worst method

for implementation

T

eachers will need additional support before they implement anything about differentiation

T eacher Training

1. Input
2. Sense-making
3. Output

Stages of the T eaching Learning Process

Dr. Arthur Costa

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Becoming Practitioners of Differentiation

INPUT THROUGH:

Staff Development
Reading
Videos
Individual/Small
Group Inquiry
Peer Coaching
Outcome analysis
Process Analysis
Student Feedback

SENSE-MAKING THROUGH:

Reflection
Goal Setting

(Short Term, Long Term)

Planning for

Implementation

Observation
Peer Debriefing

OUTPUT/ TRANSFER THROUGH:

Classroom Use
Co-Teaching
Individual Teaching

Becoming Practitioners of Differentiation

INPUT THROUGH:

Staff Development
Reading
Videos
Individual/Small
Group Inquiry
Peer Coaching
Outcome analysis
Process Analysis
Student Feedback

SENSE-MAKING THROUGH:

Reflection
Goal Setting

(Short Term, Long Term)

Planning for

Implementation

Observation
Peer Debriefing

OUTPUT/ TRANSFER THROUGH:

Classroom Use
Co-Teaching
Individual Teaching

Becoming Practitioners of Differentiation

INPUT THROUGH:

Staff Development
Reading
Videos
Individual/Small
Group Inquiry
Peer Coaching
Outcome analysis
Process Analysis
Student Feedback

SENSE-MAKING THROUGH:

Reflection
Goal Setting

(Short Term, Long Term)

Planning for

Implementation

Observation
Peer Debriefing

OUTPUT/ TRANSFER THROUGH:

Classroom Use
Co-Teaching
Individual Teaching

Becoming Practitioners of Differentiation

INPUT THROUGH:

Staff Development
Reading
Videos
Individual/Small
Group Inquiry
Peer Coaching
Outcome analysis
Process Analysis
Student Feedback

SENSE-MAKING THROUGH:

Reflection
Goal Setting

(Short Term, Long Term)

Planning for

Implementation

Observation
Peer Debriefing

OUTPUT/ TRANSFER THROUGH:

Classroom Use
Co-Teaching
Individual Teaching

Professional Learning Element Effects on Knowledge Effects on Short-Term Use (%) Effects on Long-Term Use (%) Theory, readings, discussions, lectures, trainings Positive 5-10% 5-10% All + demonstrations Positive 5-20% 5-20% All + demonstrations + collaborative planning

f units or lessons

Positive 80-90% 5-10% All + demonstrations + planning of units + peer/collegial coaching Positive 90%+ 90%+ Professional Learning Element Effects on Knowledge Effects on Short-Term Use (%) Effects on Long-Term Use (%) Theory, readings, discussions, lectures, trainings Positive 5-10% 5-10% All + demonstrations Positive 5-20% 5-20% All + demonstrations + collaborative planning

f units or lessons

Positive 80-90% 5-10% All + demonstrations + planning of units + peer/collegial coaching Positive 90%+ 90%+

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Professional Learning Element Effects on Knowledge Effects on Short-Term Use (%) Effects on Long-Term Use (%) Theory, readings, discussions, lectures, trainings Positive 5-10% 5-10% All + demonstrations Positive 5-20% 5-20% All + demonstrations + collaborative planning

f units or lessons

Positive 80-90% 5-10% All + demonstrations + planning of units + peer/collegial coaching Positive 90%+ 90%+ Professional Learning Element Effects on Knowledge Effects on Short-Term Use (%) Effects on Long-Term Use (%) Theory, readings, discussions, lectures, trainings Positive 5-10% 5-10% All + demonstrations Positive 5-20% 5-20% All + demonstrations + collaborative planning

f units or lessons

Positive 80-90% 5-10% All + demonstrations + planning of units + peer/collegial coaching Positive 90%+ 90%+

Potent staff development for teachers happens over a long period

f time, is responsive to individuals, and follows a sequence.

Most of the work is done in classrooms involving colleagues.

Effective T eacher Professional Development

Principle #9

Fight Initiative Overload Many schools are adorned with too many initiatives that lack depth and make teachers crazy.

Christmas Tree Schools The main problem is not the absence of innovation in schools, but rather too many disconnected, episodic, fragmented, superficially adorned projects.

– Michael Fullan

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