Introduction to Differentiated Teaching Maria M. Carreira, Ph.D. NHLRC, Co-Director Professor, California State University, Long Beach • Which reading is better suited to your teaching situation? Why? • But are all your learners alike? My experience in the astronomy program Me High Low The class Me My experience in the German class Me High Low The class Me Dealing with these scenarios • Ignore difference and work within the onesize-fits-all instructional paradigm (most common approach) • Attend to differences and work within a learner-centered - differentiated instructional paradigm Differentiated Teaching (DT) In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways…In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly and possible, without assuming one student’s roadmap for learning is identical to anyone else (Tomlinson, 2000:2). The “learner-centered” classroom What can you differentiate? • Content • Process (how you gain mastery of the material) • Product (how you demonstrate mastery of the material) • Pacing According to students’ • Readiness, strengths/weaknesses • Interests, affective needs, goals • Learning profile • It’s too much work! • What am I, a psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new? Quick answers • It’s too much work! – When done right, differentiation actually decreases the amount of work done by the instructor. • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new? Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? Use ongoing assessment (formative assessment). • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new? Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? Hold the students accountable for keeping track of their own learning. • So now I have to discard everything I’ve been doing for years and start something new? Quick answers • It’s too much work! – • What am I, psychic? How I am supposed to know about the needs of my students? • If everyone is doing something different, how do I keep track of students’ work and progress? • So now I have to discard everything I’ve been doing for years and start something new? No, many of the strategies of DT are familiar to teachers and are part of the best practices of language teaching. Activities Don’t have to be teacher-centered Don’t have to be Teacher-graded Don’t have to be teacher-crushing Key to dealing with concerns: • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate Key to dealing with concerns: • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate Dealing with concerns • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate • Think of travelers at an airport; • Insist on shared responsibility and preparedness; • Pre-teach the routine • Discuss potential problems (use scenarios); Dealing with concerns • Don’t differentiate all the time – only when needed: • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate What happens if you differentiate all the time? Dealing with concerns • Teaching the routine • Knowing what to differentiate • Knowing when to differentiate • Knowing how to differentiate Master a small number of instructional tools • • • • Templates Centers Agendas Flexible grouping The tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The exit card • Centers • Agendas • Flexible grouping The Dialectal Journal (Dodge 2006: 67) In this column, record • a passage • a main idea • an important event In this column • write a reaction • discuss its significance • make an inference Text-to-self connections (Harvey and Goudvis 2000:266) Passage from the text This reminds me of… Passage from the text I agree or disagree because… Expression from the text I find this interesting because… Text-to-world connections (Harvey and Goudvis 2000:267) Passage from the text This reminds me of… Character from the text This character reminds me of… A theme of the text This reminds me of… Text-to-text connections (Harvey and Goudvis 2000:267) Passage from the text This reminds me of… Character from the text This character reminds me of… Vocabulary/grammatical forms from the texts This reminds me of… • How do the Dialectal Journal and the Text-to-x connection fit into a differentiated framework? What can you differentiate? • Content • Process (how you gain mastery of the material) • Product (how you demonstrate mastery of the material) • Pacing According to students’ • Readiness, strengths/weaknesses • Interests, affective needs, goals • Learning profile The tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The Exit card • Centers • Agendas • Flexible grouping Sum it up! (Dodge 2006) Topic/question/sentence Date: What I already knew. What I could already do. What I learned. What I can do now. What I still need to figure What I would like to be out. able to do. The exit card (Dodge 2006) Describe an “aha!” moment Formulate a question about a point that remains unclear. Describe one or two strategies that you will use to answer this question. Compare and contrast ____________ • How do exit cards and sum it up cards fit into a differentiated framework? Templates/activities to review the material • The exit card • Sum-it-up! Other uses • For assigning an attendance/participation grade • For formative assessment Assessment • Diagnostic (pre-instruction) • Formative (during instruction) • Summative (post instruction) Assessment • Diagnostic (pre-instruction) • Formative (during instruction) • Summative (post instruction) Formative assessment Formative assessment Summative assessment Purpose To improve instruction and provide feedback to students To measure student competency When administered Ongoing, throughout unit End of unit or course How students use results To self-monitor understanding, Identity gaps in understanding and strengths To monitor grades and progress toward benchmarks How teachers use results To check for understanding, modify their own teaching to enhance learning For grades, promotion How programs use results To modify the curriculum and program To report to external entities Adapted from Checking for Understanding. Formative Assessment Techniques for Your Classroom by Douglas Fisher and Nancy Frey, ASCD, 2007 Why do we need formative assessment? • For instructors: Provides the knowledge base for good teaching, differentiation, curriculum design, and school and program reform • For students: Fosters learning by encouraging metacognition and independence, offering multiple representations of knowledge, previewing summative assessment, lowering the stakes of testing. Allows students to see where they are relative to where they need to be. How to do formative assessment Almost any pedagogical activity can function as formative assessment… Templates • The “aha” moment, exit card • The visual check • The group quiz/test Formative assessment help learners reach the endpoint • Center work • Homework • Exit cards Lowest stake formative Medium stakes formative + summative • Quizzes • Practice writing • Tests • Final writing High stakes summative Back to the tools of differentiation • Templates: The dialectal journal, The text-to-X connection, The Sum it up card, The exit card • Centers • Agendas • Flexible grouping Tools • Templates • Centers: A place where students find resources that help them master the material. Centers vary the process, increase access, and support independent learning. • Agendas • Flexible grouping What else can you put in a center? How I use centers: Online exercises • • • • • • Virtual spaces (Blackboard) Computer graded Can be repeated for a better grade Is done outside of class, independently by students Is self-paced Previews, reviews and expands upon material from other modules (homework, quizzes, tests) (the workbook can also be a source of center activities) Today • Templates • Centers • Agendas: A list of activities students must complete in a given time. Agendas, vary the pace and product and support self-directed learning and effective classroom management. • Group work • Contracts Sample agenda from my class Date due: (usually in 1-2 weeks) Work to be completed: • Workbook # 7, 8, 9, 10 (HOMEWORK) • Textbook, read “xxxxx” and answer questions 1-7. Use a spell check. (HOMEWORK) • Prepare a “Sum it up” card for this unit. (HOMEWORK) • Blackboard, #1, 2. Must be completed with a grade of 90% or better. (ONLINE EXERCISES, CENTER) • How do agendas cards fit into a differentiated framework? Basic tools • Templates: Vary instruction according students’ interests and affective needs. Hold students accountable for their own learning • Centers: Vary the process. Increase access. Support independent learning. • Agendas: A list of activities students must complete in a given time. Vary the pace and product. Support self-directed learning and effective classroom management. FLEXIBLE GROUPINGS Types of groups • Learning partners (1/1) • Small groups (3-5) • Half-class/half-class Learning partners (1/) • • • • For accuracy checks For reading aloud For peer editing For peer teaching Types of groups • Learning partners (1/1) • Small groups (3-5) • Half-class/half-class Use agendas to break up the class into two groups… Group 1 works with the instructor; Group 2 works on their agenda (a list of activities students must complete in a given time. Vary the pace and product. Support self-directed learning and effective classroom management) Types of groups • Learning partners (1/1) • Small groups (3-5) • Half-class/half-class Grouping strategies By ability By interest By learning style Flexible By student choice By chance/proximity Grouping strategies By ability By interest By learning style Flexible By student choice By chance/proximity Forming small groups The Jigsaw Sequence (Dodge, 2006:118) “Home base” group 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 “Expert” group 1 1 2 2 3 3 4 4 1 1 2 2 3 3 4 4 Activities for a jigsaw sequence Post reading activities: Answer comprehension questions Reduce the text Expand the text Summarize the information Represent the information Answer inference and opinion questions Re-write the text Summary: Differentiation Templates Agendas Formative assessment Centers Flexible grouping A final word on workload • Don’t go cold turkey. Aim to introduce a differentiated activity every week or two. Build up a bank of activities over time; • Work with colleagues to design differentiated activities • Take advantage of templates; • Don’t try to differentiate every aspect of instruction. Use differentiation only when needed; • Press on. This will be difficult at first but the results are well worth it.