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“Unfortunately, our images of school are almost factory images, so school is very
standardized.
…..But kids don’t come in standard issue. The challenge is having teachers
question the standardized notion of school and then helping kids realize there’s a better way to do school.”
Carol Ann TomlinsonAssociate Professor of Educational Leadership,
The Curry School of Education, University of Virginia
Differentiated Instruction Begins With The Leader
Dr. Michele WilliamsDr. Adrian Eftink
Dr. Stan Seiler
Dr. Michele WilliamsBegan her career in 1989Teaching experience from PK, 3rd, 4th
(elementary); 7th, 8th, 9th (math)Elementary Principal – beginning her 14th
yearHolds degrees in the following:
BS – Elementary educationMA – Elementary PrincipalSP – School administrationEd.D – Educational Leadership
Dr. Adrian EftinkBegan his career in 1995Teaching experience in junior high scienceElementary Principal – beginning his 15th
year as an elementary principalHolds degrees in the following:
BS – Physical EducationMA – Educational AdministrationEd.D – Educational Leadership
Dr. Stan SeilerBegan his career in 1989Taught 6th grade Elementary Principal for 17 yearsSuperintendent for Advance Schools (4 years)Holds degrees in the following:
BS – Elementary EducationMA – Elementary EducationSP – School AdministrationEd.D. – Educational Leadership
How many of you are clear as
glass how differentiated instruction works?
Clear as Glasshas knowledge base of differentiated instruction
+has knowledge of differentiated instruction
leadership +
has knowledge & experience of how to implement differentiated instruction
How many have bugs on your windshield?
How many have windshields covered with mud?
Objectives for the day
Objectives for the dayExplain some of the key concepts and
principles of differentiated instructionConsider steps essential during the early
stages of planning for systemic movement towards differentiated instruction
Identify a strategy to assist in implementing a differentiation instruction growth plan.
Missouri Model Teacher Evaluation System
Philosophy Princ iples Practices
Regarding diversity as normal & valuable
Teaching & learning focused on a growth mindset
Accepting responsibility for maximum progress for each learner
Environment as a catalyst for learning
Foundation of quality curriculum
Assessment to inform teaching & learning
Instruction in response to student needs indicated by formative assessment
Leading & managing a flexible classroom
Proactive planning to address readiness, interest, learning profile
Instructional approaches based on student needs & nature of content
Content at student’s ability level
Recognizing & removing barriers to equity of access to excellence for marginalized learners
Respectful Tasks
Flexible Grouping
T om lison 2 00 8
Three Pillars of Effective Differentiated Instruction
Differentiated InstructionDifferentiation of Instruction is a teacher’s
response to learners’ needs guided by the principles of differentiation, such as respectful tasks, flexible grouping and ongoing assessment and adjustment. Teachers can differentiate content, process and product according to students’ readiness, interest and learning profile.
Differentiation
is a teacher’s proactive response to learner needs
shaped by growth mindset
and guided by general principles of differentiation A Supportive
Learning Environment
Quality Curriculum
Assessment that Informs
Teaching and Learning
Instruction that Responds
to Student Variance
Leading and Managing
the classroom
Teachers can differentiate through
according to student’s
Readiness A student’s proximity to specified learning goals
Interest Passions, affinities,
kinships that motivate learning
Learning Profile Preferred approaches to
learning, intelligence preferences, gender and
culture
Tomlinson 2008
Content The information and ideas
students grapple with in order to reach the learning goals
Process How students take in and make
sense of the content
Product How students show what they know, understand and can do
First Step: Where are your teachers?
Continuum of DifferentiationA Progression of Differentiation Increased comfort with modifying multiple elements of
curriculum Increased flexibility and fluidity of learning environment
From differentiation as a strategy, toward differentiation as a way of thinking about teaching
Take it or leave it teaching
Reflection of student need
Reactive Differentiation
Teacher Planned Open-endedness
Proactive Teacher-planned Differentiation plus openness
Shared teaching and learning
One size fits all Restlessness Patching potholes as we travel
Student as self-coach
Diagnosing and Prescribing
Teacher as coach
All students in the class cover the same content at the same time using the same materials and resources.All students complete the same activities at the same time.All students take the same tests or complete the same assessments with the same expectations
Teacher becomes aware that students have differing needs regarding content, activities, products, and assessments.Teacher wonders if there is a better way to meet students’ needs.
When some students do not master the concepts and skills on a test, teacher reteaches or gives students additional practice before retesting.When some students finish their assignments in half the allotted time and already show mastery of the concept and skills, teacher assigns additional work or independent study.
Teacher gives students choices regarding materials, resources, activities, products, working alone or in pairs or small groups.Discussion questions and tests contain open-ended questions.Student choice is based on their own assessment of their interests, learning styles, and/or readiness.Teacher feels that students will “self-differentiate” when given choices.
Student choices plus planning for differences and for appropriate challenges.Designing curriculum using UBD practices.Frequent use of some of the following:regular pretesting, compacting, tiered assignments, interest centers, learning centers, learning contracts, varying questions, independent projects, differentiated rubrics.Planned use of flexible grouping based on pre-assessment of readiness, learning style, or interest.
Previous column plus:Management techniques to encourage student decision making.Authentic problems and audiences are offered.Individual goal setting and conferencing exists.Evaluation is based on individual growth.Students are involved in establishing criteria for evaluation.
How do I get there?
Leadership BackgroundMiles – Innovation Timeline ShrinkageLiebermann, Kotter, RAND Studies, FullanFound the connection between:Miles-------------------------------Fullan
Change Leadership and the component of shared decision making (e.g. PLC) can shrink the innovation implementation timeline.
Creating an artisan's approach to change: Bringing in an expert to lead the change until the
artisans (leadership, staff, & community) are able to demonstrate mastery.
Examination of the Scholarly Foundational Knowledge Base
Lacking to nonexistentOur goal: add to the foundational knowledge
baseSurvey Instrument
Surveyed 557 Missouri Elementary Principals around 3 axis of information and 5 constructs of each axis Knowledge of differentiated instruction Knowledge of leadership concepts in differentiated
instruction Sources of differentiated instruction information
SurveyFall 2013 findings of Missouri Elementary
Principals’ Current Ability to Lead Differentiated Innovations:Leadership has the knowledge Lack implementation formal
training/experience
What Can We Do To Promote Differentiated Instruction?Research shows that the average
administrator should spend 20% of their time and effort on management activities.Organizational structure
Assessments Unit Designs Produced Product Teaching strategies
AdministratorsResearch also shows that Administrators
should spend 80% of their time and effort on Leadership activitiesGaining knowledge of Differentiated
Instruction PhilosophyEmploying Shared LeadershipProviding guidance through the stages of
change and overcoming barriers to changeCreating and employing differentiated
professional development for each teacher.
What should Boards of Education Do?Create policy for implementation of
differentiated instructionFocus allocation of funds to promote the
acceleration of implementation of differentiated instruction.
3-5 year PD plan Training of existing staff/community
Administrators Teachers Community members
Integrate differentiated instruction & understanding by design.
Board of Education cont’Adopt staff hiring practices that reflect
selection of staff who:Value growth in achievementKnowledgeable of differentiated instruction
philosophyExhibit shared leadership qualities.
What Should DESE Do?Require coursework in differentiated
instruction and differentiated instruction leadership for certification.
Develop professional training in differentiated instruction and differentiated instruction leadership for existing administrators.
What Should Colleges and Universities Do?Colleges and Universities should require
coursework on differentiated instruction and differentiated instruction leadership as requirements for degree completion.
What Should Teachers Do?Seek out professional development opportunities on
ingredients for differentiated instruction implementation.Instructional staff must be knowledgeable of DI
philosophy and implementation of effective teaching strategies
Instructional staff must be knowledgeable of content to be taught.
Instructional staff must be knowledgeable of assessments to determine pathway for instruction: Content Readiness Learning style/Multiple Intelligence assessment Interest Inventory
Teacher cont.’Instructional staff utilizes a shared
leadership; (e.g. PLC) philosophy to overcoming barriers in the implementation process.Promotes change leadership practices and
procedures to accelerate implementation.Utilizes project management to solve building
or systematic barriers.
ProcessPolicySurveyWork with Leadership teams to develop 3-5
year plan for implementationGrowth plans incorporating differentiated
instruction practicesProfessional Development involves experts in
differentiated instruction and differentiated instruction leadership
Differentiated Instruction and Understanding by Design
Survey of TeachersSection A: Understanding of Differentiated Instruction (1) Not Important (2) Somewhat Important (3) Fairly Important (4) Very Important Student Interest 1. 1 2 3 4 I know individual student interest and can relate it to instruction. 2. 1 2 3 4 I know individual student culture and expectations and can relate to instruction. 3. 1 2 3 4 I know individual student life situations and how it may impact their learning. 4. 1 2 3 4 I am aware of student's learning disabilities and handicaps and how to address them in lessons so as not to impair their learning. Assessment 5. 1 2 3 4 I pre-assess students before instructing. 6. 1 2 3 4 I pre-assess readiness to adjust the lesson. 7. 1 2 3 4 I assess during the unit to gauge understanding. 8. 1 2 3 4 I assess at the end of the lesson to determine knowledge acquisition. 9. 1 2 3 4 I determine student’s learning styles. Lesson Planning 10. 1 2 3 4 I teach up by assuring each student works towards their highest potential. 11. 1 2 3 4 Materials are varied to adjust to students’ reading/interest abilities 12. 1 2 3 4 Learners play a role in designing/selecting learning activities. 13. 1 2 3 4 I adjust for diverse learner needs with scaffolding, tiering instruction & provide student choice in learning activities. 14. 1 2 3 4 I provide tasks that require students to apply and extend understanding. Content 15. 1 2 3 4 The curriculum is based on major concepts and generalizations 16. 1 2 3 4 I clearly articulate what I want students to know, understand and be able to do. 17. 1 2 3 4 I use variety of materials other than the standard text. 18. 1 2 3 4 I provide a variety of support strategies (organizers, study guides, study buddies). Process 19. 1 2 3 4 The pace of instruction varies based on individual learner needs. 20. 1 2 3 4 I use learner preference groups and/or learning preference centers 21. 1 2 3 4 I group students for learning activities based on readiness, interests, and/or learning preferences. 22. 1 2 3 4 The classroom environment is structured to support a variety of activities including group and/or individual work. Product 23. 1 2 3 4 I provide multiple modes of expression in the final product. 24. 1 2 3 4 I provide students with the choice to work alone, in pairs or small group. 25. 1 2 3 4 The product connects with student interest. 26. 1 2 3 4 I provide variety of assessment tasks.
How does your windshield look?
Contact UsMichele - [email protected] - [email protected] – [email protected]
