As We Finish...

Let's revisit the opening questions and reflect on what we have learned by participating in this bookstudy.

In your own words define differentiated instruction.

How frequently do you use or will you use differentiated instruction?

What are some examples of how you have used differentiated instruction in your classroom?

What do you hope to gain or have you gained from this book study? 

What is the one skill that you are most anxious to apply to your classroom?

What is the skill that you are the most skeptical about applying to your classroom?

Please share any other reflections you have after reading "How to Differentiate Instruction in Mixed-Ability Classrooms?"

Chapter 14: Grading in a Differentiated Classroom

So far we have learned that students need to be ready to learn, be taught in the way that helps them the most, and be encouraged to produce in a form that will help them think the most critically about their learning.  So with all types of learners doing all types of different assignments how on earth can teachers fairly grade them?  Since WCHS is not going to change its' grading scale to show students progress and what level they work on there are some other ways the authors suggests that can work for a WCHS teacher that are compatible with DI.  One good way to accommodate grading in a DI class is to be less specific when entering data into Gradekeeper.  Other suggestions are to have students keep a portfolio to track their progress, use "experts of the day" to look at preliminary work, and to cut down on the total amount of grading by focusing on product assignments or tests.  No matter what method of grading DI, it will be a challenge to fairly grade students, but with practice and clear communication to students and parents it is possible. 

How do you currently grade in your classroom?  Will you change how you grade when using a DI unit?  If so how?

Chapter 13: Differentiating Products

Products show the teacher what the students know and gives students the oppurtunity to express their learning.  Clearly communicating expectations for quality, processes, and work habits while coaching throughout sets the framework for students to have successful learning products.  Some guidelines are suggested on page 88 to help facilate projects.  On very useful suggestion is to use formative and summative evaluations while students are working on the project.  Formative evaluation allows the teacher to know where the students are on their projects and monitor their learning.  Formative evaluation also ensures students stay on track because their work is constantly evaluated.  Summative evaluation at the end looks at the whole picture of the product to see the total amount of student learning.  Another good suggestion is to make sure students have examples of the different ways they present the information.  For example, if students are to put together a web page about a topic they have been studying than students need to know what qualifies as a good web page. 

Which of the guidelines for successful products have you used in your classroom?  How did you use them and were the successful?

Is there something you have done differently in your classroom that successfully faciliated a DI product?

How would you vary a project for struggling learners differently than one for advanced learners?

Chapter 12: Differentiating Process

The previous chapter was about differentiating content and this chapter is about differentiating the process in which students will learn the content.  The process is how students make sense of learning and is an "essential component of instruction because, without it, students either lose the ideas or confuse them (pg. 79)."  Many of the strategies are reviewed from previous chapters, but the emphasis is on developing an activity that requires students to use essential skills to understand an essential idea that includes a variety of time spans, modes of instruction, and scaffolding. 

After differentiating content how can you ensure that the process of learning that content is differentiated?

Chapter 11: Differentiating Content

"Differentiating content can be thought of in two different ways...adapt what we teach...or modify how we give students access to what we want them to learn (pg 72)."  Since CSO's dictate what teachers must be teaching the key is being able to modify subject matter and its delivery so a variety of learners can benefit from instruction.  The more teachers can build concepts in students minds the less memory loss will occur, increasing overall learning. This chapter offers several strategies for differentiating content in the classroom such as: concept-based teaching, compacting, varying text and resources, learning contracts, minilessons, and varied support systems. 

Which of the strategies for differentiating content do you find the most valuable?

Have you used any of the describe methods in your classroom?  If so please describe the benefits and challenging aspects of the method.

Which of the above stratagies can you see using in your classroom?  How would you utilize the method?

Chapter 10: The How To's of Planning Lessons Differentiated by Learning Profile

Differentiating Instruction by learning profile is the mode of DI that most teachers are probably the most familiar with.  DI by learning profile applies learning theories, like Gardner and Sternberg, to the classroom by emphasizing the importance of different activites for different students to acheive the same learning goal.  By allowing students to choose an activity or come up with their own ideas on how to represent the information they have learned students will have increase motivation and most students will have had to think critically through the information.  One very practical tip to DI based on learning profile is on page 67 and states "students complete one of two homework choices they feel will help them most."  Students all learn in different ways, by merely spending a few more minutes planning teachers can come up with alternate assignments that students can choose from which caters to different learning profiles.  However, it is important to remember that now matter how well developed DI by learning profile is some students may still not be ready to learn that information.

What are some successful ways you have used DI by Learning Profile in your classroom?

What are some ways you can apply what you have learned from this section to activities in your class?

Chapter 9: The How To's of Planning Lessons Differentiated by Interest

"Two powerful and related motivators for engagement are student interest and student choice (pg. 52)."  One challenge to a teacher is linking the content area to the student's life in order to make learning engaging and interesting.  At the high school level, content is much less generalized so finding practical life situations that students will encounter is often even more difficult.    So how can we as teachers meet the goals outlined on page 53 which are to match school and student desires, connect learning, bridge familiar with unfamiliar, and motivate?  The author suggests being flexible and allowing students to look into areas they find interesting will help encourage motivation.  Some ways to draw student interest are interest stations, specialty teams, real-life applications, and new ways of presentation. 

Of the ways to draw on student interest the heading "New Forms of Expression" really stuck out as appropriate for WCHS because of all the resources the school has been blessed with. Netbooks and other technologies provide ample opportunities to explore new methods of expression.  However, with any new method it is important to have a solid structure (pg. 57) so student success can be maintained.  The tendency of students is to look on the surface of research rather than inside so assessment must be carefully designed to make sure students are meeting education goals and truly building knowledge to apply it to a new way of expression. 

How do you currently draw upon your students interests?  Has reading this section provided any insights into how you could change your classroom?

What are the challenges of DI based on interest?  Give one way you can think of to help mitigate this challenge?

Of the strategies mentioned on pages 58-59 have you used any of them in your classroom?  What are some of your reflections on the activity you used?  If you have not used one of the mentioned strategies, how would you use one of them (or an adaptation of them) in your classroom?

Chapter 8: The How To's of Planning Lessons Differentiated by Readiness

"A task that is a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently (pg 45)."  The catch is student A can do something a lot faster and easier than student B and then the next day need more time than student B.  "To differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiated curriculum (pg 45-46)." The author suggests in order to create the create a guide for DI so that students have work that reflects their readiness the teacher should look at all the different parts of instruction.  Specifically the author suggests using "the equalizer" which looks at the following topics: foundational vs. transformation; concrete vs. abstract; simple vs. complex; single facet vs. multi facet, etc. Each student could be anywhere between the spectrum and where that student is at indicates what task would be the most beneficial to them.  Logically, there is no way to make a individual path for 100 students even if you could determine where they are at in each topic.  Fortunately, the author gives several tips on how to use readiness in effective classroom.

What a the three peices of advice you find the most helpful to learning how to use DI?  What is the area you feel will be the biggest challenge?

Chapter 7: Preparing Students and Parents for a Differentiated Classroom

"Why is my daughters grade a B? She has always had an A.  It is not fair that her work is harder than other kids.  She has scholarships to compete for!  It is like you are punishing her for being smart!" 

With DI, teachers will have different assignments for different students based on their ability levels; it is entirely possible the above conversation will take place.  So knowing eventually this conversation, or one similar to it, will occur a teacher can be proactive.  (It is important to note that unhappy parent meetings are part of teaching no matter what form of instruction you choose.)  So how can a teacher be proactive?  Communicate!  "Successful partnering between teacher and parents is based on proactive communication (pg. 44)."  By communicating with parents about what a DI classroom, or project, is like before hand a teacher can prevent parents from being shocked.  Any change can be scary to some people especially if they do not understand.  The more teachers keep parents informed the easier the transitions will be.  Email would be an excellent form of communication to parents.  A teacher could simply create a mailing list and BCC all parents whose students are on the same path at the beginning of unit.  For example, a teacher drafts a sample letter with details of the project/unit.   Then modifies the letter to make three letters (one for remediary, average, and advanced) with the only difference being expectations for each group.  Then the parents know what specifically their child is going to be doing in school.  Regardless of how communication is made to parents it is crucial that it be done in any classroom.  The easier communication is the more frequently it will occur.   

What do you think would be the most effective way to introduce students to a DI classroom?  What about parents?

Chapter 6: Strategies for Managing a Differentiated Classroom

"The best methods are also the most difficult ones (pg.32)." Piaget was right, if something was easy everyone would be doing it.  If exercises was easy the childhood obesity rate wouldn't be an epidemic.  DI is a challenge because it requires the teacher to do a significant amount of planning, assumes the classroom is void of serious behavior problems, and implies that students will stay on task without the direct supervision of a teacher.  However, DI is the way to go.  We know students do not learn the same ways, at the same pace, and many are totally uninterested in our concentrations and it will be tough, but DI helps up minimize the number of students who are not working to a level appropriate to them.  As teachers, as lucerative as our jobs are, we still owe it to our students to try a method that promises hope despite the difficulty level.

One of the most frustrating things I have experienced as a teacher is when we go over a skill and the student just sits and waits for me to come and explain it to them individually without bothering to look at notes (if they have any) or in their book.  Building independent learners is a classroom goal of mine and I seldom accomplish that goal, but yet differentiated instruction requires students to be independent of the teacher.  Even with the knowledge I am gaining by doing this book I worry about how I am going to put theory to practice, espically in the classroom management department.  Needless to say I have really tried to absorb this chapter which if full of good tips for managing a DI classroom.  The suggestion of having "experts of the day" check work before it is turned in or to help other students would be very benefical in a classroom where students are doing different things.  Some of  the suggestions are basic, like the importance of making sure expectations are clear.  A challenge for this basic strategy is to find a way to have students pay attention (rather than just look like they are) and listen to the expectations.  Maybe a written contract that has them inital by each expectation.  The tip of "begin bifferentiating at a pace that is comfortable for you (pg.33)," is also helpful because we do not have to wake up one morning to a DI class, we can take baby steps.  Maybe we just take one of our good lessons add an activity for advanced and lower level learners and call it good; while slowly advancing the frequency and complexities of DI activites. 

What is the tip you found most benefical?  How do you see yourself implementing this tip into your classroom?

What is the biggest challenge you have or will have when you start using DI?  Which stratgey could you use to help mitigate this problem?

Chapter 5: A Look Inside Some Differentiated Classrooms

 Chapter 5 illustrates the concept of practicing differentiated instruction by giving the reader a glimpse into five very different classrooms.  Having practical examples of what other teachers do is helpful when designing lessons that integrate new skills. 

Which one of the classrooms did you feel gave you an example of DI that will help you in your classroom?

Explain how one strategies used by one of the teachers can be applied to your classroom?

Of all the examples provided, which do you feel would be the most challenging strategy?

Chapter 4: The Learning Enviroment in a Differentiated Classroom

Being welcoming, respectful, fair, and teaching for success are features of classroom environments that most teachers strive for. 

Why is did the author find it necessary to restate the above characteristics for a DI classroom? 

Chapter 3: The Role of the Teacher in a Differentiated Classroom

This chapter examines the role that teachers have when leading a differentiated classroom.  Three metaphors are used to help illustrate the concept of the differentiating teacher 1) Orchestra Director 2) Coach 3) Jazz Musician.  All three of them bring to light a different aspect of differentiated instruction (DI).  An orchestra has many different parts and instruments just as a DI classroom will have people doing different tasks, but all working toward the same harmonizing goal.  A coach is a motivator!  Few people absolutely love to get sweaty on their own; most people require some form of motivation for a workout.  Likewise, few students will willing give their brains a workout (we have already learned many advanced learners become mentally lazy) without motivation.The coach DI teacher finds out what motivates students and keeps them racing toward the learning goals.  Also, coaches give constant feedback.  I guarantee there is no NFL coach that says absolutely nothing through out the game and has a successful team (or a paycheck for that matter).  Feedback lets students know what is expected, helps find mistakes, motivates, and cements learning.  The third metaphor of a jazz musician emphasizes flexibility.  Jazz is a the feel of music.  Yes, maybe a few things are written on paper, but most of what a jazz musician does is go with the flow of the music, they listen and change.  A DI teacher should listen to their students and change their lessons accordingly.  That doesn't mean having an unlimited amount of time.  Students have to be made responsible for their own learning, but it does mean deviating from lesson plans if needed.  Sometimes teachers need to spend more time on something they have spent a week on already and through out an activity (even a favorite) if learners have already acquired the skill taught by that activity.

Which one of these metaphors most closely resembles your view of DI?  Do you have your own metaphor?

Chapter Three (pg 17) gives skills a DI teacher has such as: streamlining curriculum to focus on the main idea, reflecting, erasing stereotypes, giving students a voice, being flexible, using a variety of resources, presenting multiple pathways to success,etc. 

Which one of these skill(s) do you feel you have a strong grasp of?  Which one of these skill(s) do you feel you need to incorporate more into your lessons?

Finally, Chapter Three provides "Rules of Thumb" for DI. The author suggests that teachers should be clear on objectives, assessment should be a road map, all students should be given opportunities for critical thinking, lessons should be engaging, and there should be a balance between teacher and student chosen work.

What are ways, besides stating the CSO's, that you can/do make it clear to students what objectives are?

Besides testing, what other ways you do student assessments?  What could you do to improve your assessment activities and/or do what are you doing right?

What are the repercussions for designing curriculum that does not engage all students?

What, in your opinion, are the methods used in your best lesson that engaged most of the learners.

How can we balance teacher-assigned work  with student choice?

Chapter 2: The Rationale for Differentiated Instruction in Mixed-Ability Classrooms

"Learning takes place more effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection (pg 8)." 

The above statement is a "no duh" sentiment, but the most crucial part to focus on is the term "highly active." Properly designed lesson plans of an experienced teacher and classroom structure should provide the clarity and organization, but that does not mean all students will be engaged with learning.  Teachers vary instruction from large group, to small group, to individual, provide hands on activities, but there are always those students, often the same ones, that are disengaged.  The goal of differentiating instruction is to engage all students.  Of course teachers always want to engage all students in meaningful learning!!! That is why teachers teach! Yes, there will always be those students who are unmotivated who are only in school to get their drivers license or are waiting until they are sixteen to drop out.  Is it the teacher's fault these students are not learning?  No.  Is the teacher's fault the student can be a behavior problem?  No.  Teacher's themselves are seldom the problem, but the structures they use can ignore the issue.  No classroom will ever be perfect, but differentiating instruction takes a proactive approach in planning for those students who are advanced/slow/behavior problems or even average.  A common misconception of differentiated instruction is that if we use direct instruction one day, small groups the next, and a hands-on activity then we are differentiating instruction.  This assumption, while not a bad approach because it does increase motivation, is not differentiating instruction because it assuming that all learners will learn the same material at the same time.  Gardner's theory of multiple intelligences only offers the way students learn best not how much students learn.  By assigning more work for advanced learners and less for students with IEP's teachers create a "pecking order" among students.  Also, we are assuming that IEP students are only capable of drill and practice which does nothing to improve motivation and ignores Bloom's Taxonomy.  Differentiating instruction synthesizes both the ideas of Bloom and Gardner by allowing students to learn in different ways and to different levels.  Teachers use direct instruction without shame and provide then different pathways for clearly stated goals.

After reading Chapter 2, how have your ideas on differentiating instruction changed?

Think of the lesson that you teach that you are the proudest of, how can you add an additional pathway to learning that would help slower students obtain mastery level skills?  What is an activity that your advanced learners could do to obtain distinguished level skills?

Please provide any other reflections that you might have to this chapter or differentiating instruction?

Chapter 1: What Differentiated Instruction is- and isn't

Chapter 1 focuses mainly on clarifying the realities and misconceptions about differentiating instruction.

 My biggest misconception was each student could have a potentially different project to achieve the same learning goal.  How stressful!  This misconception has caused me to hold back when developing lesson plans because I always thought grading would be so tedious and unequal, students would get mad for doing more work than others, and classroom management would be a nightmare.  I was relieved when I read the section titled Differentiating instruction is NOT the "Individualized Instruction" of the 1970s.  Now I know the reality of differentiating instruction is not beginning a topic with a lesson plan for each student, but planning ahead.  In my lesson plans, after direct instruction, I can have several activities that teach mastery level skills.  If students complete a mastery activity easily than they can do an activity that takes them above mastery or to distinguished levels.  However, if the student fails to comprehend the mastery level work than after remediation they can begin on another mastery level activity.  It would also be prudent to develop a few below mastery and novice activities in case some students are not able to work at the mastery level after direct instruction.

I still think it will be a struggle to teach students to be responsible for their own learning (students read directions on their own and comprehend what the task is asking), but the world needs individual learners and this skill is an important one to be taught.

What are some of your misconceptions about differentiated instruction?  What do you think are the most challenging aspects of it? And what pieces do you feel would be especially advantageous in your classroom?

Before We Begin...

To get a starting ground on what we know about differentiated instruction please answer the following questions:

In your own words define differentiated instruction.

How frequently do you use differentiated instruction?

What are some examples of how you have used differentiated instruction in your classroom?

What do you hope to gain from this book study?