PROFESSIONAL DEVELOPMENT DIFFERENTIATED INSTRUCTION. Nihad M. Mourad

Transcription

1 PROFESSIONAL DEVELOPMENT DIFFERENTIATED INSTRUCTION Nihad M. Mourad

2 Agenda Literature Review (Thesis 2009) Action Research Professional Development ( )

3 Literature Review 1. Differentiated Instruction (DI) 2. Professional Development (PD) 3. PD in DI

4 Differentiated Instruction (DI) Diverse Classrooms Ø Culture, ethnicities, languages Ø Varied abilities Ø English language learners Ø Learning disabilities Ø Gifted students

5 Differentiated Instruction (DI) Definition Differentiation consists of the effort of teachers to respond to variance among learners in the classroom. Tomlinson Purpose of school is to maximize the capabilities of all students Goal to provide an environment where no child is excluded

6 Differentiated Instruction (DI) Based on Student s readiness, interest and learning profile, Tomlinson identified four elements for teachers to differentiate: Content Product Process Environment

7 Differentiated Instruction (DI) - Benefits Teachers and students examine learning status on a daily basis Motivation is high because students interests are linked to desired outcomes of the lesson. Readiness Students assume responsibility for their own learning choose the activities and projects Learning profile Student Interest aware of their own strength and areas that need improvement

8 Differentiated Instruction (DI) - Difficulty Planning lessons Teaching methods Instructional activities Ongoing assessment So differentiation is awesome, but how can I implement it in my classroom? To meet the needs of the diverse students in their classrooms, teachers might find the task daunting at times.

9 Professional Development (PD) PD (input) Then what?

10 Professional Development (PD) Data-driven PD based on data Teachers involvement in the process Student achievement data Implement Professional development

11 Professional Development (PD) Teachers role in their professional development Teachers need to be actively engaged in their professional development Involvement Ownership Success

12 Professional Development (PD) Teachers need to see the benefit of professional development for their teaching practice Believe Change Involve

13 PD in DI Staff development leading to more responsive classrooms is, then, staff development in quest of profound changes in standard teaching practice, Tomlinson.

14 PD in DI - Differentiated plan for teachers readiness, interest and learning styles Multiple paths for participants to reach expertise Learning profile Readiness Teacher Interest Every teacher develops their own understanding and practice through a systematic plan

15 PD in DI Diagnostic Skills Develop diagnostic skills to be able to determine, chart, and respond to students learning needs Assessment Curriculum Instruction

16 PD in DI Flexible grouping Whole class Small group

17 Professional Development (PD) Successful models New Knowledge Support Time

18 Professional Development (PD) New Knowledge Research-based theory Sources of knowledge: texts, courses Ongoing: not one-shot, monthly sessions Demonstrations & modeling of practice

19 PD in DI Preparing for DI Clear meaningful understanding of the main elements of differentiation Competent PD Effective mentoring Skilled professionals High-quality differentiation necessitates that teachers understand both the theory and related practices, as well as develop skills.

20 Professional Development (PD) Support Models Mentors Admin support

21 PD in DI Practicing DI Clear models of differentiation Visits to experienced teachers videos Coaches to demonstrate lessons, team teach, observe teachers trying new strategies, assist with assessments, work with students, provide resources, and plan lessons Administrators observe and provide feedback, not evaluative

22 Professional Development (PD) Time Change cannot be rushed

23 PD in DI Time to Reach Comfort Time to collaborate with colleagues for feedback and support Discussion Peer observations

24 PD in DI Time to Reach Comfort Time for reflection on the new practice Time to grow and feel comfortable

25 Summary - Successful PD Prerequisites PD is based on student needs Teachers actively engaged Teachers believe in the value of new skill Components New knowledge Support Time Differentiation Teacher s individual needs Diagnostic skills Flexible grouping

26 I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein

27 Time for reflection

28 Action Research Problem Methodology Results

29 BACKGROUND Granada Ø Third grade students scoring lower on standardized testing Ø 2006: 71.3 percentile Lowest reading score Ø Class distributed over all proficiency level Ø th : 33% Ø th : 27% Ø th : 25% Ø Below 40 th : 15%

30 PROBLEM The third grade students do not get sufficient instructional time in reading and writing. Differentiating instruction is the best method to be used by the language arts teacher to maximize benefit to all the different levels of the third grade students in the allotted instructional time.

31 PURPOSE Ø Determine if teachers Ø when provided the appropriate professional development on differentiated instruction Ø can adapt the strategies for use in their classroom Ø make a difference in the academic achievement of students in third grade

32 RESEARCH QUESTIONS Ø What professional development practice, in the area of differentiated instruction, directly relates to teacher adoption in the classroom? Ø In what ways does professional development on differentiated instruction affect the students achievement in language arts?

33 INTERVENTION Ø Participants Ø 6 teachers (3 rd, 4 th, and 5 th ) Ø 4 administrators Ø 36 students (3 rd grade) Ø Education on differentiation Ø Monthly sessions (Oct 08 to Apr 09) Ø Literacy specialist & trainer in classroom management Ø 3 Books on DI and writing

34 INTERVENTION Ø Modeling Ø At Granada 4 th grade class Ø Literacy Specialist teaching elements of writing Ø Monthly Ø Observation Ø Skilled teachers Ø At other schools Ø Twice Coaching was not provided (too costly)

35 FINDINGS Q1 (Teachers Feedback) Ø Adoption of elements of the writing workshop Ø Journals Ø Student conferences Ø Modeling Ø Collaboration with colleagues Ø Excitement about this PD

36 FINDINGS Q1 (Teachers Feedback) Ø Good understanding of differentiation and its positive effects on the students Ø Realization that differentiation is challenging Ø Lesson planning Ø Activity preparation

37 FINDINGS Q2 (Students Results) Ø Students maintained their levels between second and third grades. Ø Whole group (80%) Ø Same level groups Ø In addition, the two students with the lowest average had made a significant improvement. Ø 56 to 71% Ø 45 to 63% 2011: 86 th percentile 2013: 89 th Percentile

38 FINDINGS Q2 (Students Results) Q2: Student Achievement (Theme Test Results) 100% 90% 86% 83% 93% 90% 80% 76% 75% 70% 65% 60% 50% 40% 30% 55% 2nd 3rd 20% 10% 0% below 70% (3) 70-79% (13) 80-89% (11) above 90% (9)

39 RECOMMENDATIONS Ø Explicit instruction on differentiation Ø Longer sessions Ø Assigned reading Ø Coaching in the classroom Ø Expert Ø Peer collaboration Ø Diagnostic skills

40 PD Follow-Up

41 In-House PD Train-the-trainer program Training Admin Teachers PD at school Small groups Ongoing sessions Coaching & Mentoring

42 Educational Materials Professional educational materials EL periodical Books ASCD

43 PD - Other Common goals Schoolwide Teacher-specific Evaluation based on PD Class visits Performance review

44 I hated every moment of training, but I said, Don t quit. Suffer now and live the rest of your life as a champion. Muhammad Ali