Learning Progressions & Strategy-based Differentiation
Published on Nov 18, 2015
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PRESENTATION OUTLINE
Learning Progressions & Strategy-Based Differentiation
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Welcome before me begin I'd like to go over a few details to make sure we are all comfortable for our training today. (Read Room Guidelines). Mention refreshments and bathroom facilities. This will be an informal presentation where we can start and stop throughout for questions.
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I'm Sue Kanigsberg. I'm the Assistant Director for the Division of Educational Services. Prior to coming to IU12 a year and a half ago I was the Director of Curriculum & Instruction for the Dover School District. Prior to that I was a principal for 17 years and then prior to that I was a teacher. I'm sure, like many of you, I've been interested in applying best instructional practices my entire career.
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Who are you?
Let's find out who you are. With a show of hands:
Teachers?
Literacy?
Math?
Science?
SS?
Other subject areas?
Who in the room will be participating today with an Elem focus?
Middle level focus?
High school focus?
Administrators?
Support personnel?
Others?
Teachers?
Literacy?
Math?
Science?
SS?
Other subject areas?
Who in the room will be participating today with an Elem focus?
Middle level focus?
High school focus?
Administrators?
Support personnel?
Others?
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Session Outcomes
Our day will be sectioned into 2 parts with 2 separate presentations but hopefully you will notice how the first half of the day blends into the second half of our day.
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Become familiar with the Literacy & Math Learning Progressions.
This morning we have 3 desired outcomes:
Become familiar with the literacy and math learning progressions
Become familiar with the literacy and math learning progressions
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Utilize the process of Gradual Release of Responsibility.
Our second outcome is to utilize the process of the GRRM.
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Understand the difference between scaffolding and rescuing.
The 3rd outcome for this morning is to understand the difference between scaffolding and rescuing. When do we intervene and when do we create more strategic steps for our students?
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Teach, Inspire, Motivate
Today we will talk about what students in our classrooms need to know and be able to do but we must never forget the importance of the TEACHER! I can easily share with you the most important things that you need to teach your students at each level but if you deliver it without inspiration and motivation you might as well just pass out handouts and ask your students to complete them. I call this treadmill teaching. We hope on our treadmill and mindlessly start walking and running. One minute after the next or lesson to lesson.
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Let's begin back to basics. This illustration beautifully shows the instructional CORE. By core I am not referring to the Common Core or PA Core but of core instruction. The instructional core is the most relevant content delivered through meaningful engagement by expert teachers who have a positive relationship with their students.
Engagement
- Fear
- The Sweet Spot
- Attention
- Comfort
- Bored
Teachers need to find the sweet spot for student engagement. Placing emotion and engagement on a continuum that begins with “fear” and ends with “bored.” Learning is
minimized at both ends of the scale.
“We need to eliminate school and classroom cultures based on fear, where students experience threats, embarrassment and/or
violence and where learning is secondary to safety,” Barkley said. “However, when students exhibit characteristics of boredom,
teachers need to raise the anxiety level by increasing requirements through additional rigor or depth of learning. If students begin to
show anxiety, the teacher must reduce that feeling. One way is for students to complete challenging assignments by working together
in pairs or groups.”
3
Barkley said the ideal emotional learning spot — the sweet spot — lies between “fear” and “attention.” Tutoring pays off
because effective tutors hold students in that position. “If tutors see students getting comfortable with learning, they continue,”
Barkley said. “If they see students getting anxious, they give more practice.” Master teachers monitor constantly to sense when students are moving from the sweet spot of attention to the comfort spot; then they take action to bring students back to the high side of attention. Barkley said teachers must know their students and be skilled at adjusting the pace, assignments and strategies to maximize learning.
The five types of engagement can be related on the emotional continuum with engaged learning occurring at the sweet spot.
“Behavioral engagement is when students exhibit on-task behaviors, including persistence with challenging tasks, asking questions and requesting help,” Barkley said. “Intellectual engagement is deep involvement and effort by students to understand a concept or
master a skill. Emotional engagement is when students exhibit high interest, a positive attitude, curiosity and task involvement.”
minimized at both ends of the scale.
“We need to eliminate school and classroom cultures based on fear, where students experience threats, embarrassment and/or
violence and where learning is secondary to safety,” Barkley said. “However, when students exhibit characteristics of boredom,
teachers need to raise the anxiety level by increasing requirements through additional rigor or depth of learning. If students begin to
show anxiety, the teacher must reduce that feeling. One way is for students to complete challenging assignments by working together
in pairs or groups.”
3
Barkley said the ideal emotional learning spot — the sweet spot — lies between “fear” and “attention.” Tutoring pays off
because effective tutors hold students in that position. “If tutors see students getting comfortable with learning, they continue,”
Barkley said. “If they see students getting anxious, they give more practice.” Master teachers monitor constantly to sense when students are moving from the sweet spot of attention to the comfort spot; then they take action to bring students back to the high side of attention. Barkley said teachers must know their students and be skilled at adjusting the pace, assignments and strategies to maximize learning.
The five types of engagement can be related on the emotional continuum with engaged learning occurring at the sweet spot.
“Behavioral engagement is when students exhibit on-task behaviors, including persistence with challenging tasks, asking questions and requesting help,” Barkley said. “Intellectual engagement is deep involvement and effort by students to understand a concept or
master a skill. Emotional engagement is when students exhibit high interest, a positive attitude, curiosity and task involvement.”
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BIG IDEAS
Literacy & Math
A Big Idea is a statement of an
idea that is central to the learning,
one that links numerous
understandings into a coherent whole.
idea that is central to the learning,
one that links numerous
understandings into a coherent whole.
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The Fab Five +3
- Phonemic Awareness
- Phonics
- Vocabulary
- Fluency
- Comprehension
- Writing
- Listening
- Speaking
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A learning progression is a carefully sequenced set of building blocks that students must master en route to mastering a more distant curricular aim. These building blocks consist of subskills and bodies of enabling knowledge. To illustrate, if a curricular aim calls for students to become skilled writers of persuasive essays, a learning progression for this aim might include a subskill that requires students to be able to craft supporting arguments for a given position. To master this subskill, students might need bodies of knowledge that enable them to understand certain spelling and punctuation rules or to use specific vocabulary—for example, sound, valid, and justifiable—associated with argumentation. The complete learning progression for a persuasive writing skill might include a half dozen subskills.
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A learning progression is a carefully sequenced set of building blocks that students must master en route to mastering a more distant curricular aim. These building blocks consist of subskills and bodies of enabling knowledge. To illustrate, if a curricular aim calls for students to become skilled writers of persuasive essays, a learning progression for this aim might include a subskill that requires students to be able to craft supporting arguments for a given position. To master this subskill, students might need bodies of knowledge that enable them to understand certain spelling and punctuation rules or to use specific vocabulary—for example, sound, valid, and justifiable—associated with argumentation. The complete learning progression for a persuasive writing skill might include a half dozen subskills.
The Fab Four
- Numbers & Operations
- Algebra
- Geometry
- Measurement, Data & Probability
“We understand something if we see how it is related or connected to other things we know” and “The degree of understanding is determined
by the number and strength of the connections” Because Big Ideas have connections to many other ideas, understanding Big Ideas develops a deep understanding of mathematics. When one understands Big Ideas, mathematics is no longer seen as a set of disconnected concepts, skills, and facts.
by the number and strength of the connections” Because Big Ideas have connections to many other ideas, understanding Big Ideas develops a deep understanding of mathematics. When one understands Big Ideas, mathematics is no longer seen as a set of disconnected concepts, skills, and facts.
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Table Talk
How do you focus on the Big Ideas?
A learning progression is a carefully sequenced set of building blocks that students must master en route to mastering a more distant curricular aim. These building blocks consist of subskills and bodies of enabling knowledge. To illustrate, if a curricular aim calls for students to become skilled writers of persuasive essays, a learning progression for this aim might include a subskill that requires students to be able to craft supporting arguments for a given position. To master this subskill, students might need bodies of knowledge that enable them to understand certain spelling and punctuation rules or to use specific vocabulary—for example, sound, valid, and justifiable—associated with argumentation. The complete learning progression for a persuasive writing skill might include a half dozen subskills.
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Learning Progressions
Now that we know the big ideas for Literacy and Mathematics instruction we can build the purposeful learning progressions so that our students can meet our expectations.
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Learning Progressions:
- Find out what each student knows
- Identify what the student needs to learn next and how this can be taught
- Focused teaching and learning
- Assess new learning
A learning progression is a carefully sequenced set of building blocks that students must master en route to mastering a more distant curricular aim. These building blocks consist of subskills and bodies of enabling knowledge. To illustrate, if a curricular aim calls for students to become skilled writers of persuasive essays, a learning progression for this aim might include a subskill that requires students to be able to craft supporting arguments for a given position. To master this subskill, students might need bodies of knowledge that enable them to understand certain spelling and punctuation rules or to use specific vocabulary—for example, sound, valid, and justifiable—associated with argumentation. The complete learning progression for a persuasive writing skill might include a half dozen subskills.
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Are you in the Zone?
In order to chart out the learning progressions we need to identify our students Zone of Proximal development.
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Typically, learning progressions are constructed on the basis of some sort of backward analysis. An educator first identifies a significant curricular aim and then asks, “What does a student need to know or be able to do to master this aim?” The educator identifies one necessary building block and then asks, “What does a student need to know or be able to do to master this building block?” This sort of backward analysis can isolate the key tasks a student must accomplish on the way to mastery. Teachers should, of course, sequence the learning progression's building blocks in a pedagogically defensible order.
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Break Time?
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Scaffolding vs Rescuing
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Article Review and Discussion
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How would using the GRRM change how you plan your lessons?
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Differentiate
What do you do to meet your students' needs?
So what are you already doing to differentiate instruction? Take a moment to jot down a few things you are doing to differentiate for your gifted and advanced learners. Now share a few with your elbow partner.
Briefly share.
Briefly share.
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Understand basic principles of differentiating content, process, and product in an academically diverse classroom.
2. Understand basic principles of differentiating
content, process, and product in an academically diverse classroom.
content, process, and product in an academically diverse classroom.
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Let's Share
So what are you already doing to differentiate instruction? Take a moment to jot down a few things you are doing to differentiate for your gifted and advanced learners. Now share a few with your elbow partner.
Briefly share.
Briefly share.
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Why do students continue to struggle?
Remediation is an opportunity to provide additional support to those students who still do not understand key concepts in spite of attempts to support them.
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Two Types of Remediation
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Short-term remediation is designed to get students ready for the summative assessment.
Ongoing remediation focuses on long-term skill development to address large gaps in background knowledge or basic skills.
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Constantly analyze formative data to determine students with deficits in their learning.
Determine all students close to mastery.
Determine students who need intensive remediation.
Students who struggle with context rather than content.
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Draw a Triangle
Draw a triangle with the tip being the least effective instructional strategies and the base being the most effective instructional strategies. 7 layers.
Put these into the triangle:
Practice by Doing
Demonstration
Teach another
Audio/Visuals
Discussion
Reading
Lecture
Put these into the triangle:
Practice by Doing
Demonstration
Teach another
Audio/Visuals
Discussion
Reading
Lecture
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Practice by Doing
Demonstration
Teach another
Audio/Visuals
Discussion
Reading
Lecture
Lecture 5%
Reading 10%
AV 20%
Demonstration 30%
Discussion 50%
Practice By Doing 75%
Teach Others/immediate use of learning 95%
Reading 10%
AV 20%
Demonstration 30%
Discussion 50%
Practice By Doing 75%
Teach Others/immediate use of learning 95%
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Learner Profile
Just as everyone has a unique fingerprint, each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method of designing and delivering instruction to best reach each student.
Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.
Differentiated instruction is a method of designing and delivering instruction to best reach each student.
Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Formative assessment is an essential ingredient of this method.
Teachers who practice differentiation in the classroom may:
Design lessons based on students’ learning styles.
Group students by shared interest, topic or ability for assignments.
Assess students’ learning using formative assessment.
Manage the classroom to create a safe and supportive environment.
Continually assess and adjust lesson content to meet students’ needs.
Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.
Differentiated instruction is a method of designing and delivering instruction to best reach each student.
Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Formative assessment is an essential ingredient of this method.
Teachers who practice differentiation in the classroom may:
Design lessons based on students’ learning styles.
Group students by shared interest, topic or ability for assignments.
Assess students’ learning using formative assessment.
Manage the classroom to create a safe and supportive environment.
Continually assess and adjust lesson content to meet students’ needs.
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Step By Step:
1. Identify essential understandings
2. Identify students with unique needs
3. Design formative and summative assessments
4. Design and deliver pre-assessment based on summative assessment
5. Design lessons based on the pre-assessment
6. Obtain or create materials and resources
7. Conduct the lesson
8. Monitor and adjust
9. Post-assess
10. Reflect and evaluate
1. Identify essential understandings
2. Identify students with unique needs
3. Design formative and summative assessments
4. Design and deliver pre-assessment based on summative assessment
5. Design lessons based on the pre-assessment
6. Obtain or create materials and resources
7. Conduct the lesson
8. Monitor and adjust
9. Post-assess
10. Reflect and evaluate
One of the best kept secrets...
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Pre-Assessment
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5 Most Difficult First
5MDF
Give the 5 most difficult first and if they can do these they can opt out of the rest.
5 out of 5 MDF - go on to alternate work
4 out of 5 MDF - complete the remainder of the work
2 rules - Don't draw attention to yourself or others who are doing alternate work. Don't bug anyone.
If a student stands up and does a dance of joy he/she gets to complete the remainder of the assignment. Likewise if the student comments on the work of a peer who is doing "easier" work "that's not fair", he/she does the entire assignment.
5 out of 5 MDF - go on to alternate work
4 out of 5 MDF - complete the remainder of the work
2 rules - Don't draw attention to yourself or others who are doing alternate work. Don't bug anyone.
If a student stands up and does a dance of joy he/she gets to complete the remainder of the assignment. Likewise if the student comments on the work of a peer who is doing "easier" work "that's not fair", he/she does the entire assignment.
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Flexible Grouping
Learners don't perform the same in every subject. Flexible grouping allows these students to move in and out of groups based on eligible content and/or skills.
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Learning Contracts
A menu offers students a way to make decisions about what they will do in order to meet
class requirements. A menu could be for a single lesson, a week-long lesson, or even a
month-long period of study. Once the teacher has decided on what the essential understandings
and/or skills are, she/he can begin to create a menu.
Steps:
1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum
understanding you expect all students to achieve.
3. Create negotiables which expand upon the main dish or imperative assignment or
project. These negotiables often require students to go beyond the basic levels of Bloom’s
Taxonomy. For example, they often include activities that require synthesis, analysis, or
evaluation.
4. Create a final optional section that offers students the opportunity for enrichment.
The optional section often reflects activities that students can use for extra credit.
Author Rick Wormeli suggests placing the menu options in a restaurant menu style (see below)
that could include appetizers, a main dish, side dishes, and even desserts. He suggests the
following format.
Appetizers (Negotiables)
• A list of assignments or projects
• Students select one item to complete
The Main Dish (Imperatives)
• An assignment or project that everyone must complete
Side Dishes (Negotiables)
• A list of assignments or projects
• Students select two items to complete
Desserts (Options)
• Optional but irresistible assignments or projects
• Options should be high interest and challenging
• Students choose one of these enrichment options
class requirements. A menu could be for a single lesson, a week-long lesson, or even a
month-long period of study. Once the teacher has decided on what the essential understandings
and/or skills are, she/he can begin to create a menu.
Steps:
1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum
understanding you expect all students to achieve.
3. Create negotiables which expand upon the main dish or imperative assignment or
project. These negotiables often require students to go beyond the basic levels of Bloom’s
Taxonomy. For example, they often include activities that require synthesis, analysis, or
evaluation.
4. Create a final optional section that offers students the opportunity for enrichment.
The optional section often reflects activities that students can use for extra credit.
Author Rick Wormeli suggests placing the menu options in a restaurant menu style (see below)
that could include appetizers, a main dish, side dishes, and even desserts. He suggests the
following format.
Appetizers (Negotiables)
• A list of assignments or projects
• Students select one item to complete
The Main Dish (Imperatives)
• An assignment or project that everyone must complete
Side Dishes (Negotiables)
• A list of assignments or projects
• Students select two items to complete
Desserts (Options)
• Optional but irresistible assignments or projects
• Options should be high interest and challenging
• Students choose one of these enrichment options
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Choice Boards
Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that
allow them to practice skills they’ve learned in class or to demonstrate and extend their
understanding of concepts. From the board, students either choose or are assigned three adjacent
or diagonal tasks to complete.
Choice boards address student readiness, interest, or learning preferences. They are easily
adapted to a subject area.
Steps:
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning styles, or
interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the board.
6. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row.
Adaptations: Adaptations: Adaptations:
• Allow students to complete any three tasks—even if the completed tasks don’t make a
Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness. (Struggling students work with the
options on one choice board while more advanced students have different options.)
• Create choice board options based on learning styles or learning preferences. For example,
a choice board could include three kinesthetic tasks, three auditory tasks, three visual tasks.
• Author Rick Wormeli offers the following Tic-Tac-Toe board based on Gardner’s (1991)
multiple intelligences.
Photo by Leo Reynolds
PBL
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