11/29/17 new realities new choices Thursday, November 30, 2017 - PDF document

11/29/17 new realities new choices Thursday, November 30, 2017 #SPEDAhead Carol Ann T omlinson, Ed.D • 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 One-size-fits-all teaching and learning won’t work. Differentiation is essential, but we can’t do it alone and we need inspiration. 1

11/29/17 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? 2

11/29/17 Become an Architect of Differentiated Instruction Principle #1 Start (and Stick) With Why To be an architect of the vision, talk to everyone you know about why this matters for students – and for them. Principle #2 Have a Clear Definition of What Differentiation Means There are only two ways to influence human behavior. You can manipulate it, or you can inspire it. – Simon Sinek Differentiation Differentiation: Here’s What I Thought It Was It might It could mean… I think it mean… means… Differentiation is a set of instructional strategies that you use A hodgepodge of definitions keeps us from having clear targets to help kids do different things to complete tasks so they and understanding of how differentiation benefits our students. are more likely to be successful. 3

11/29/17 Differentiation: What I Understand Now • A classroom is a system of interdependent parts • We must understand Create an how the parts work active learning for or against us environment that supports • There are five key student growth elements that make and learning. it effective Classrooms That Work It takes a teacher who… • Has a growth mindset • Works to develop Have absolute meaningful student clarity on student connections success, including KUDs. • Builds a team of learners • Encourages supportive community What students need to K now U nderstand D o When working with students with special needs we need to know what really matters so we teach – and they learn – with clarity. 4

11/29/17 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 We need to replace flat, boring, lessons with an engaging curriculum that supports student understanding, especially for students with learning difficulties. Monitor Progress Regularly 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. 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. 5

11/29/17 Adjust Effectively professional lead and support and manage instructional classroom strategies. time, routines, and learning opportunities. Quality Differentiation Requires Classrooms in Balance All Five Elements to Work In Concert Use Assessments Understand Student Success Active Learning Environment Effectively Flexibility Predictability Lead and Adjust Student Manage Support 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. Differentiation Guided by Five Principles (Elements) Differentiation Active is a proactive Learning response to Environment learner needs, shaped by a teacher’s mindset. Use Understand Assessments Student Success Adjust Effectively Student Lead and Support Manage 6

11/29/17 T eaching Strategies Meet Student Needs Content Readiness Process Learning Profile Interest Product Affect / Environment Instructional Materials and Supports Scaffolded Reading/ Learning Writing Centers Learning RAFTs Contracts Small Group Tiered Graphic Instruction Assignments Organizers Principle #3 Why It’s Difficult to Differentiate Empathy and perspective can help administrators understand a teacher’s reluctance to change. 7

11/29/17 Deep Structures of Schooling Deep Structures of Schooling A good teacher is a teller Deep Structures of Schooling Deep Structures of Schooling A good teacher A good teacher A good student is A good student is is a teller an absorber is a teller an absorber Curriculum is something we cover Deep Structures of Schooling Deep Structures of Schooling A good teacher A good teacher A good student is A good student is is a teller an absorber is a teller an absorber Curriculum is Kids are dependent Curriculum is Kids are dependent something we cover and incapable something we cover and incapable Lessons are facts related to the subject 8

11/29/17 Deep Structures of Schooling Deep Structures of Schooling A good teacher A good teacher A good student is A good student is is a teller an absorber is a teller an absorber Curriculum is Kids are dependent Curriculum is Kids are dependent something we cover and incapable something we cover and incapable Lessons are facts Pedagogy is a Lessons are facts Pedagogy is a related to the subject bag of tricks related to the subject bag of tricks Assessment is a test to see who got it Deep Structures of Schooling Deep Structures of Schooling A good teacher A good teacher A good student is A good student is is a teller an absorber is a teller an absorber Curriculum is Kids are dependent Curriculum is Kids are dependent something we cover and incapable something we cover and incapable Lessons are facts Pedagogy is a Lessons are facts Pedagogy is a related to the subject bag of tricks related to the subject bag of tricks Assessment is a test Control is a synonym Assessment is a test Control is a synonym to see who got it for management to see who got it for management Being fair is treating everyone alike Some Implications of Deep Structure Deep Structures of Schooling Beliefs About T eaching Belief Implications for Implications for Implications for Implications for Environment Curriculum Instruction Assessment Teaching is Students are passive Fact-oriented Emphasis on Low-level, A good teacher Telling Class is teacher- Low emphasis on teaching vs. learning single right answer A good student is centered meaning-making assessments is a teller an absorber Learning is Low on collaboration Shallow, low- Drill, skill, data No need for authentic Curriculum is Kids are dependent Giving Back & problem solving level, concrete orientation assessment content something we cover and incapable Students are Little emphasis on No trust of Open-endedness, Perceive that students Largely community of learners independent work, student choice, can’t do authentic/perf. Lessons are facts Pedagogy is a thought, ownership student not seen as assessments Dependent viable related to the subject bag of tricks Management is Emphasis on Little opportunity for Group work , small Assessment of about Control compliance student sense- group instruction, learning vs. for or as making varied tasks too risky learning Assessment is a test Control is a synonym to see who got it for management Fair Means Student differences Connecting content Not acceptable to One-size fits all Treating largely irrelevant w/ individuals not vary materials, pace, assessments necessary support, necessary Everyone Alike Being fair is treating Grades separate environment, etc. everyone alike sheep from goats To m lin s o n 9

11/29/17 Use Assessments Understand Student Success Active Learning Environment Effectively Lead and Adjust Student Manage Support 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. Principle #4 Understand Second-Order Change and Plan Accordingly Change is uncomfortable. Write that down. – Justin Bieber Second-Order Change First-Order Change Changes (Almost) Everything. • Tweaking things we already do • Same environment, approach, and assessments • Within existing paradigms • Consistent with prevailing values and norms 10