Differentiating Differentiation

Hi all,

Because I just conducted a workshop on differentiating instruction, I wanted to share an epiphany I recently experienced: Differentiating instruction doesn't have to be difficult OR time consuming!

While differentiating curriculum can be overwhelming, I think the variety of differentiation strategies lie on a continuum. At one end are LESS time-intensive instructional strategies such as the ones I'm including in this post. Layered curriculum is located further along the continuum, and near the furthest end is tiered instruction, a more time-intensive differentiation.

The strategies that do not demand an inordinate amount of preparation are also simple to implement, and they support our diversified populations. For example, allowing students choice is not only motivating for adolescents, it is also a form of differentiation. Think of all the ways teachers factor choice into the curriculum; here are just a few.

• Flexible grouping that includes permitting students to choose their own groups at times
• Creating a "question bank" from which students can choose to answer a required number to earn needed points
• Providing prompts to choose from or allowing students to write an original response
• Allowing in-depth learning of a self-selected topic within unit or theme being studied
• Presenting options for end-of-unit projects/products

Differentiating activities can be as simple as varying the complexity of a graphic organizer to facilitate differing abilities or readiness concerns. For example, most teachers have access to a variety of graphic organizers, ranging from sequencing to Venn diagrams. Students can read the same text but respond differently, based upon their purpose for reading.

• Some groups may use a Venn diagram to compare that text to another; 
• another may use a sequential organizer to list the sequence of events; 
• a third group may use a describing organizer to enumerate the characteristics of time period

Using the JigSaw instructional strategy, students could reconfigure their groups so that each graphic organizer is represented. The resulting discussion should expose many facets of the topic being studied.

Teachers can also assign students to complete just one section of a graphic organizer and then get into JigSaw groups to collaborate in completing the rest of the parts. 

Another simple way to differentiate instruction is to invite students to respond to a topic or text by using the "Silent Discussion" tool. One way to do this is to list a different statement or question on sheets of butcher paper and post them around the room. Students can rotate from one question to another and record their comments or questions on the papers. They can also respond to one another's responses as well.

I just received an email message from one of yesterday's participants, Cynthia Vandermeiden of Joel P. Jensen Middle. Today she introduced the Silent Discussion with her 8th grade students, and she was thrilled at how effective it was. Cynthia called the experience a "Silent Socratic Circle!" Here are some of her students' reflections about the experience:
 

“I like it because the shy kids we never hear from got to share their ideas.” 

“You can read the dialogue and respond instead of forgetting what someone said.” 

“I felt like it flowed instead of everyone just responding to your question.”

“The assignment was cool, but our ideas were lame.” (Then we discussed how that was out of my control, but how they could change the level of interest...which was fun to point out. ;) )

“It was difficult because people were shortening their thoughts so they didn’t have to write a lot, but then we couldn’t understand their ideas.”  (Open discussion [included] ... how grammar and sentence structure is important in writing).

“I like that we have to connect with everyone’s idea, not just one person’s idea” ([We] compared it to a Socratic seminar)

“I haven’t been in the inside circle, but this gives me a good idea of what I’d need to do when I am.” 

In writing this, I hope you see how much you may already incorporate differentiated instruction into your pedagogy and may have picked up an additional idea or two. In future posts, I plan to discuss layered curriculum and tiered instruction.

Best wishes,
Renae

What Ever Shall We Do with GOOD Readers?

I am very very concerned with struggling striving readers - or whatever the politically correct term is for students who don't read because they are ...

• hampered with decoding or fluency issues
• UNengaged
• UNmotivated 

I also appreciate the focus upon adolescent reading and "the core of reading: comprehension, learning while reading, reading in the content areas, and reading in the service of secondary or higher education, of employability, of citizenship" (Snow & Biancarosa, 2006,p.1). I am grateful for the research and recommendations represented in the Reading Next report, including "The Fifteen Elements of Effective Adolescent Literacy Programs" (p.4). But I have been long concerned about those students who read AT or ABOVE grade level because I know they can lose their enthusiasm for reading and become another of those UNengaged and UNmotivated readers that populate our classrooms.

For this reason, I've been searching for a model that focuses upon students who LIKE to read and who are good at it. In 2007, while attending the Utah Council of International Reading Association (UCIRA), I stumbled onto the World Class Readers Model and liked it VERY much, but I ran into a few challenges.

1. The model MAY be a copyrighted gifted and talented reading framework, but I haven't been able to confirm or refute that. 
2. WCR, as developed by Nebo District, focuses upon elementary readers - not a big problem as it can be easily adapted for secondary classrooms.
3. Other than what Nebo has shared with me, I cannot find any additional informations or resources about this model.

Last fall, I organized an Advanced Readers professional development class that invited secondary teachers to attend with the purpose of earning PD credit while working collaboratively to develop an advanced readers curriculum. Three teachers - Lis Thomas and Barbara Burt of Elk Ridge Middle and Pamela Spitzer of Fort Herriman Middle -   stayed the course, and we created 4 unit outlines based upon the WCR model for 7th and/or 8th grade reading or language arts classes.

We poured over the JSD approved reading list to find books that could both challenge and engage readers. Two are "advanced" books - a memoir and a classic - and two are currently "HOT" reads with controversial and/or compelling content. Those books include the classic Treasure Island and the memoir of Beryl Markham - West with the Night. The two popular novels are Last Book in the Universe by Rodman Philbrick and Unwind by Neal Shusterman.

Lis Thomas of Elk Ridge Middle read and created plans for West with the Night. This book shares Markham's adventures as an aviatrix in South Africa during the 30s and 40s. Ernest Hemingway said of this book, "... she has written so well ... that I was completely ashamed of myself as a writer. I felt I was just a carpenter with words ... . But she can write rings around all of us who consider ourselves writers." ERNEST HEMINGWAY - mind you!

Barbara Burt, also from Elk Ridge Middle, organized plans for Last Book in the Universe. The Kirkus Review writes of Philbrick's futuristic novel: "Enriched by ... allusions to nearly lost literature and full of intriguing, invented slang, the skillful writing paints two pictures of what the world could look like in the future—the burned-out Urb and the pristine Eden—then shows the limits and strengths of each. Philbrick, author of Freak the Mighty (1993) has again created a compelling set of characters that engage the reader with their courage and kindness in a painful world that offers hope, if no happy endings."




Pamela Spitzer from Fort Herriman Middle created the plan ideas for Unwind, the very popular Neal Shusterman novel. This nail-biting thriller operates on the chilling premise that "life is inviolable from the moment of conception until age 13. Between 13 and 18, however, parents can have their children 'unwound'." The book also gives a new meaning to the concept of organ transplants! 



I worked on the Treasure Island lesson ideas, and along the way, I fell in love with Stevenson's classic. I decided to center the learning activities on the theme of survival, especially the characteristics of a survivor. I was intrigued with how Jim Hawkins' changed because of what he did to survive his adventure and juxtaposed that with Long John Silver's ability to survive his scrapes.

While working on this project, I approached the Jordan Education Foundation to see if we could procure funds to buy the books, thus allowing a "test drive" of our lesson plans. With some luck and good timing, I was able to buy one classroom set of books for each of the participating teachers. Each teacher will use the WCR model to study the novel with their students. They will reflect upon the lessons and make changes to their plans, if necessary. After this process, we will share the plans with other teachers. 

Now here is some pretty good news - NOT great news when compared to all the bad news we've been faced with, but something nice, nevertheless. With additional help from the Jordan Education Foundation, we applied for another grant through QWEST and received enough money to supply each middle school with at least one classroom set of the above novels. IF teachers aren't interested in using those books, they can choose another from the list I am creating from the JSD approved book list.

This "list within the list" will include books we hope are challenging and engaging. We'll look at old and newer classics as well as Lexile levels. I plan to check out availability, summaries and reviews of unfamiliar titles, and then I'll ask you for your opinions before publishing the final Advanced Readers Book List. Does that sound good?

To receive a classroom set of books, you'll be invited to attend an orientation about the World Class Readers Model. If teachers want a set of books off the Advanced Readers Book List, we ask that they develop a unit plan using the WCR Model. Watch here for more information and thanks for all you do for our students!

BEST Instruction: REMEMBER Intended Learning Outcomes!

WoW! That title is a grabber, isn't it? Uh, no! UNLESS the reader remembers what Intended Learning Outcomes (ILOs) are! Now most educators depend upon a definition that reads something like this:

ILOs: Statements that describe what students should KNOW, UNDERSTAND, and be able to DO with their knowledge as well as what they FEEL and BELIEVE as a result of their LEARNING EXPERIENCES.

While most teachers focus upon the knowing, understanding, and doing, many forget the feeling and believing. Why? Because the latter part of this definition - that "touchy-feely" part is NOT tested. Understandably so. How can test-makers create a standardized, summative assessment that measures how students feel and what they believe?

After all, in this test-taking day and age, why should we worry about what WON'T be on the CRTs, the UBSCT, the ACT or SAT? As long as we teach the core and prepare the students for the season of testing, are we not doing enough?

The answer is "no." ILOs are a part of the core curriculum, and are expected to be an important part of instruction. With added capitalization, I created my own Wordle  "word cloud" to quote this excerpt from the USOE Langugae Arts Core Curriculum Introduction:

The OVERARCHING INTENT of language arts instruction in grades 7-12 is for students to VALUE, APPRECIATE, and DEMONSTRATE LITERACY through EXPRESSIVE and RECEPTIVE LANGUAGE skills, and to UNDERSTAND and INVESTIGATE the SELF, OTHERS, the CULTURE, and the ENVIRONMENT. The INTENDED LEARNING OUTCOMES (ILOs) describe the GOALS for language arts SKILLS and ATTITUDES. They are an INTEGRAL part of the CORE, and SHOULD BE INCLUDED as part of INSTRUCTION. PROCESS SKILLS in LANGUAGE ARTS domains are CRITICAL to the development of HIGH LEVELS of LITERACY and LEAD to UNDERSTANDING and INTERNALIZING ILOs.

ILOs are sometimes described as the HEART of the Core. While the voice of the above elaboration may be rather formal, some words and phrases create the heart. For example, the verbs value, appreciate, and understand, along with the adjectives expressive and critical, as well as the adverb integral denote passion and importance. The objects of the verbs - self, others, culture, and environment - specify subjects worthy of rigorous study and deep reflection. Skills and attitudes imply physical and emotional characteristics needed to develop high levels of literacy. 

As this is the time of year when goal-setting becomes a priority, it is also a good time to emphasize that ILOs describe the goals for Language Arts and that they should be included in teachers' instruction. But how long has it been since you reviewed the particulars of the core's Intended Learning Outcomes?

Over the next couple of days, let's look at a few of the ILO's descriptors. As we do, note the verbs used and the broad ramifications of those we examine.

Until tomorrow,
Renae

BEST Practices: LAST Call for Round-Robin Reading!

Dear Readers,

Part 3 of this series asked the question "who killed round-robin reading?". The question rises from a similar query posed hundreds of years ago. "Who killed Cock Robin?" refers to Sir Robert Walpole, the first prime minister in Great Britain to occupy 10 Downing Street. The rhyme referred to Sir Robin's downfall, not his death, and has since been parodied to denote the demise of a plethora of programs, agendas, ambitions, etc. 

In that spirit, this series has attempted to build a case AGAINST round-robin reading and BUILD a case for other options: Teacher read-alouds, think alouds/alongs, and paired partner reading. Today, we'll examine guided reading as it might look in a secondary classroom.

In the elementary classroom, balanced literacy includes guided reading. While students rotate among centers created to emphasize comprehension strategies, writing to learn, word work, etc., teachers work with groups of children as they rotate. During this time, students will read aloud from their leveled books while the teacher assesses their progress in fluency, decoding, phonics, etc.

Observers can find a similar model in secondary settings, but I'll wager that most of those circumstances center on expensive programs like Scholastic's Read 180. Some teachers, however, have tried to create their own centers so students have the opportunity to participate in small-group instruction.  Such an undertaking is labor and time-intensive.

As I've contemplated this situation, I decided that incorporating a guided reading experience into a literature circle format might work without investing as much time and energy into the project.

There are so many resources to support teachers in bringing lit circles to their classrooms, but I haven't found one that incorporates guided reading. I don't think it would be all that hard. Again, lit circles require intense training in the associated protocol if we want the groups to function effectively. Once that's established, teachers should be able to move from group to group to work on the needed areas of development.

On occasion, groups could be organized according to reading level as determined by Lexile measurements. Teachers could differentiate instruction by moving among the groups to work with one group that might struggle with fluency issues and another with comprehension concerns. By the end of the hour or block, the teacher may have interacted with 3 to 6 groups.

Books could be either the same or diverse titles, and instruction would be adapted accordingly. Currently, 3 teachers in our district are helping me create lesson plans for advanced readers. While all students benefit from this model, teachers can support students' needs by varying novels or assignments.

I don't think I've ever blogged about literature circles, so perhaps I will do that during this month of 31 posts. If not, the guru of lit circles, Harvey Daniels is scheduled to present at Literacy Promise 2010 (Feb. 17-19), along with a dozen other OUTSTANDING literacy experts.

Before signing off, can you answer who killed round-robin reading? Not the sparrow or the owl; not the fly or the kite. Hopefully, the strong practices shared here will bring RRR to its end!

Best wishes,
Renae