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Differentiation: What Works?

Differentiation: What Works? . Fall Symposium in Atlanta, 2007 With Lin Kuzmich. Critical Questions. What is differentiation? What does and does not work in differentiation initiatives?.

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Differentiation: What Works?

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  1. Differentiation:What Works? Fall Symposium in Atlanta, 2007 With Lin Kuzmich

  2. Critical Questions • What is differentiation? • What does and does not work in differentiation initiatives? Kuzmich, 2007

  3. Life is a series of collisions with the future; it is not a sum of what we have been but what we yearn to be. - Jose Ortega Spanish Philosopher Kuzmich, 2007

  4. Why Differentiation Does Not Succeed in Schools… • When there is a lack of attention to trust and climate issues in a building or system • A book study does not make an initiative stick.A film or workshop does not make an initiative stick. • When it is just about teachers and not about students Kuzmich, 2007

  5. Why Differentiation Does Not Succeed in Schools… • When it is about differentiation as a method and not about meeting diverse student needs • When teachers are expected to bring it about in isolation • Lesson plans alone do not make a classroom differentiated. Kuzmich, 2007

  6. So, What Does it Look Like? There are four supporting systems that interact to make differentiation a natural next step. Kuzmich, 2007

  7. Supporting Structures For Natural Differentiation • Aligned Curriculum and Assessments • Strategy Toolkit • Personal Connections • Diagnostic Thinking Kuzmich, 2007

  8. Rigor Relevance Aligned Formative and Summative Assessments Performance-based Concept-based Critical questions Powerful standards 1. Aligned Curriculum and Assessments Kuzmich, 2007

  9. Rigor and Relevance Framework Rigor Relevance From: the International Center for Leadership in Education Kuzmich, 2007

  10. 2. Strategy Toolkit • Literacy: Thinking and communicating across content areas, DTQ Literacy • Critical thinking • Brain friendly • Multiple intelligences or learning styles • Research-based • Subgroup specific Quick Write Kuzmich, 2007

  11. Classroom Data Collection: Areas forFocus and Support Thinking Process, product or performance Content Relationship and Reflection Independence Standards Basis: Areas for Focus and Support Rigorous Relevant Leverage Endurance Readiness for next level Selection of Strategies Kuzmich, 2007

  12. Researched-based Best Practices Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001 Kuzmich, 2007 42

  13. 3. Personal Connections For students and staff: • Relationships • Reflection • Trust • Coaching and mentoring • Involvement • Learning communities Kuzmich, 2007

  14. Students exhibit purposeful action. Students can describe next steps. Students appropriately ask for assistance. Students’ questions are about aspects of complex thinking rather than procedure. Students adhere to class norms. Students’ attitude and demeanor are positive. Students collaborate as needed without prompts. Students positively reinforce each other through various types of interaction. Students can self-evaluate work in progress. Monitoring a Culture of Learning Kuzmich, 2007

  15. Student Engagement • Cultivate one-on-one relationships • Learn new skills and habits • Incorporate systematic strategies • Take responsibility for student engagement practices • Promote schoolwide culture of engagement • Professional develop is an important part of increasing student engagement From ICLE’s new Kit on Student Engagement Kuzmich, 2007

  16. The “How to” for Student Engagement • Design for rigorous and relevant learning • Personalize the learning giving choices, attending to learning styles, and using background knowledge and talents • Use active learning strategies • Focus on literacy in ALL classes • Create the ideal classroom environment physically, visually, and emotionally From ICLE’s new Kit on Student Engagement Kuzmich, 2007

  17. Student Success = Our Future Success Successfully intelligent people are flexible in adapting to the roles they need to fulfill. They recognize that they will have to change the way they work to fit the task and situation at hand, and then they analyze what these changes will have to be and make them. Sternberg, 1986 (p.153) Kuzmich, 2007

  18. 4. Diagnostic Thinking • Assessment-based planning • Formative and summative data design, collection, and analysis • Tactical selection of strategies based on data • Strategy analysis • Diagnostic dialogue • Student Growth Kuzmich, 2007

  19. Comprehension • Recall • Modeling other levels of thinking • Checking for level Total Group Alone Paired Small Groups • Analyze • Synthesize • Adaptive reasoning • Evaluation • Analytical • Synthesize • Decision making • Evaluation • Systems thinking • Application • Decision making • Criteria establishment • Comprehension Kuzmich, 2007

  20. Curriculum Matrix Thinking • What is essential? • What skills help us focus using our assessment results? • How do I meet diverse learner needs? • Planning and Scaffolding ideas Kuzmich, 2007

  21. Cubing 1. Describe it: Look at the details. 2. Compare it: How is it the same as or different from? 3. Associate it: Connect it with something. 4. Analyze it: Tell how it was made. 5. Apply it: What can you do with it? 6. Argue for it or against it: Use any approach or reasoning you want. From Gregory, Chapman 2001 Kuzmich, 2007

  22. Aligned Curriculum and Assessments Meeting Diverse Learner Needs Diagnostic Thinking Strategy Toolkit Personal Connections Meeting Diverse Learner Needs:Assessing YourAssets Kuzmich, 2007

  23. Mapping Assets and Needs Directions: • Go to the Template in the handout • Discuss your assets, what is already in place • Plan which of the four areas need your attention or additional training and resources next • How will you use this information as you plan with your team during this conference and when you get back? Kuzmich, 2007

  24. Meeting Diverse Learner Needs: What can You Differentiate? • Time • Teaching Strategies • Learning Strategies • Classroom Assessments • Materials and Resources • Grouping • Expectations Kuzmich, 2007

  25. All Students Kuzmich, 2007

  26. Why Differentiate? The 21st Century learner differs immensely from learners even a generation ago…Students can’t imagine a world where communication and access to information isn’t achieved in a nanosecond with technology that is commonplace. Kuzmich and Gregory, 2004 (p. 1) Data Driven Differentiation, Corwin Press, Inc. Kuzmich, 2007

  27. Differentiation Involves Doing What Matters The essence of human interaction is social, based on relationships. To create a fertile soil for learning, teachers and students must make daily and positive connections. Without connections, the definition of being at-risk becomes a reality.-Kuzmich and Gregory, 2004 (p.13) Data Driven Differentiation, Corwin Press, Inc. Kuzmich, 2007

  28. Differentiated Instruction IS NOT… IS… • Tracking • A New Strategy • Static • Teaching to the Middle • A series of activities • “Lowering the Bar” • Flexible Grouping • Student Centered • Rigorous and Relevant • For all Learners • Based on academic and personal needs • Fosters relationships and reflection Kuzmich, 2007

  29. What does it take to differentiate? • Know what you want students to do at the end of a unit or period of time. • Know where your students are now. • Select the instructional strategies that provide the necessary learning and rehearsal to reach or exceed the relevant and rigorous target you set. • Monitor student progress throughout the unit. Kuzmich, 2007

  30. “Preparing Our Students for Their Future, Not Our Past” Bill Daggett, 2004

  31. Envision – Dream the Possible Discover – Focus on the Competence of the Organization Create – Design Solutions through Kaleidoscope Thinking Build – Forge a Consensus for Change Develop – Cultivate the Growth of People Support – Sustain People through Implementation Competencies for Leaders From a Kit on Leading for Rigor, Relevance and Relationships from the International Center for Leadership in Education Kuzmich, 2007

  32. Natural Differentiation • When meeting student needs is just a part of what you do, how you think, and the results you get with students • Students can begin to differentiate for themselves. Kuzmich, 2007

  33. May Your Moments be Many! “Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.” Philip Patrick Horenstein Kuzmich, 2007

  34. Thank You! Lin Kuzmich, Senior Consultant ICLE/SPN 970-669-2290 970-203-4176 (cell) kuzenergy@gmail.com www.kcsink.org International Center for Leadership in Education Phone (518) 399-2776 www.LeaderEd.com info@LeaderEd.com Kuzmich, 2007

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