Differentiating Instruction: Making It Happen in Classrooms

Transcription

1 Differentiating Instruction: Making It Happen in Classrooms By Dr. Vicki Gibson Gibson Hasbrouck & Associates Wellesley, MA Differentiating Instruction: Making it Happen in Classrooms Identifying what literature and research report about differentiating instruction is critical to understanding how to make it happen in classrooms (Gibson & Hasbrouck, 2008; Marzano, Marzano, & Pickering, 2003). Numerous publications are available that describe the characteristics of differentiating instruction or suggest curricula and activities that can be modified to address student variance (Evertson & Harris, 1999; Marzano, Marzano, & Pickering, 2003; Rothstein-Fisch & Trumbull, 2008; Tomlinson & Eidson, 2003). Those resources are important supports for teachers and administrators who desire to understand the concept of differentiating instruction, and to identify resources for forming a plan of action. However, research-based methods are needed to carry out the plan, successfully implement change, monitor progress, and assess effects on teacher and student outcomes (Evertson, Emmer, & Worsham, 2003; Gibson, et. Al, 2008; McLeod, Fisher, & Hoover, 2003); Tomlinson & McTighe, 2006). At its simplest, differentiating instruction means teaching differently to address the diversity of students needs. It is contrasted to traditional practices using whole-group lecture format where student learning and participation are more passive and unresponsive to individual needs. Increasing student variance, often described as disparity in skills and knowledge, presents huge challenges for teachers and administrators assigned the job of differentiating instruction. Many educators are wondering how to make differentiating instruction happen successfully in classrooms? Teaching differently to address student variance is possible, but it requires changes in practice, which involves changing the behavior of teaching. In order to know where to begin the process of implementing changes in instructional delivery, teachers and administrators need to evaluate the following: How instruction is currently delivered in classrooms: using whole-class lecture or a combination of whole-class and small-group lessons What is taught and whether pacing and curricula are appropriate to address student needs (i.e., instructional and program effectiveness the quality of the teaching and curricula) What professional development training has been provided to prepare teachers for differentiating instruction, including how to observe patterns of error and use data to inform practice, grouping for instruction, and aligning curricula to needs

2 What professional development will be required to improve instructional effectiveness and sustain change Often, administrative expectations for teachers performance exceed prior training and expertise, and only minimal, if any, on-the-job support is provided. Teachers are asked to: 1) assess student strengths and diagnose needs, 2) use data to group students for instruction, 3) use data to select curricula and activities that will be academically profitable, 4) deliver high quality, differentiated instruction for diverse needs, 5) monitor progress and adjust instruction, reteaching as needed, and 5) manage classrooms of active students. Just the description of these expectations sounds overwhelming, especially if no methodology has been provided for how to make this happen. The problem teachers face is how are they supposed to get everything done and differentiate instruction to increase student achievement? Where is their guide for scaling that mountain? Scientific research has not provided procedural models for differentiating instruction partially because of the ambiguity surrounding what it is and the limited research on how to implement it successfully in classrooms. In order to clarify expectations, the Florida Center for Reading Research (FCRR, 2006) presented this definition of differentiated instruction: matching instruction to meet the different needs of learners in a given classroom that includes small-groups and increased practice opportunities in the form of reading centers. While the definition describes components matching instruction to needs, small-groups, and more practice it does not provide the methodology for making differentiation occur. With no training, teachers are forced to rely on personal educational experiences and belief systems as their model for good instruction. Teachers teach the way they learned. Traditional whole-class lecture prevails because it is a familiar habit and In order to differentiate teaching, changes must occur in lesson content and selection of curricula and activities to ensure instruction and practice are aligned to student skills and needs. environment despite evidence that whole-class lecture formats restrict opportunities for individualizing instruction and fail to address the diverse needs of all learners (Vaughn et al., 1998). In contrast, student-responsive, multi-tiered small-group instruction has been proven to improve reading achievement, but delivering that type of instruction will require teacher training (Hall, 2002; Tilly, 2003; Vaughn, 2003). Simply grouping students for instruction is not necessarily differentiating instruction either. Grouping itself is only a procedural change. In order to differentiate teaching, changes must occur in lesson content and selection of curricula and activities to ensure instruction and practice are aligned to student skills and needs. Teachers must select materials that are academically profitable, not just busy work or time fillers. Teaching in small-groups is not differentiated when all students receive the same instruction or use the same content, materials, and activities. Changing practice will require more professional development that helps teachers develop new delivery and decision-making tools so they can incorporate new teaching and learning behaviors in the classroom. Specifically, teachers need help to differentiate instruction. They need to know how to: Change instructional delivery, managing whole-class and small-group instruction; Collect and use data to align content, or what is taught, to student needs, and Improve instructional effectiveness, enhancing the quality of the instruction. Changing delivery involves grouping for instruction so that opportunities for explicit, skillsfocused teaching in small-groups increase. Research findings reveal that students receiving instruction in small-groups learned significantly more than students who were not instructed in

3 small-groups (Lou et al., 1996; Mathes & Fuchs, 1994; Moody et al., 1997). This occurred when instruction and materials used in the small-group lessons were adjusted for specific student needs. Ideally, teachers should alternate time periods for whole-class lessons (used to introduce content, model expectations, or review previously taught content) and small-group, teacher-led lessons (providing opportunities for more student engagement in explicit, skills-focused instruction with constructive feedback). In addition to identifying necessary environmental and instructional changes, two important teacher concerns must be addressed when initiating implementation of differentiated instruction. Teachers often ask, What are the rest of the students doing while I am teaching a small-group? and How do I get everything done? The answer to these questions is found in an instruction management system that includes four steps: 1. Preparing the classroom environment for collaboration and small-group instruction 2. Assessing students strengths and needs to align curriculum with needs 3. Creating teaching tools for managing resources such as time, pacing, and work 4. Developing a rotation chart that identifies group memberships and clarifies performance expectations, (i.e. where and when students participate in various activities) Step One involves preparing the physical environment by arranging furniture to create learning centers or workstations where students can complete assignments or projects either working in small-groups, with a partner, or independently. Desks may be pushed together or tables may be used for small-group activities, forming a Teaching Table for teacher-led lessons, workstations for collaborative practice, and a worktable used for homework practice. Collaboration in small-groups and peer tutoring are encouraged to enhance learning without interrupting the teacher, who may be working with another group. Step Two involves dividing students into smaller groups using either homogeneous (by similar skill) or heterogeneous (mixed skill) groupings. Memberships change flexibly according to student progress and achievement, type of activity, or resources (time, equipment, personnel). Assigning small-group memberships ensures compatibility for behaviors and guided practice. Teachers usually create three to four small-groups with approximately 4 8 students per group. Smaller groups are preferred to allow more opportunities for participation, questions, and corrective feedback (Vaughn & Linan-Thompson, 2003; Vaughn et. al., 2001). Explicit instruction may be more efficient and effective conducted with similar skill groupings, whereas mixed-skill groups work better for practice activities so students can assist each other. Step Three involves managing resources such as instructional time, pacing, and student work. Teachers adjust their daily schedules to alternate time periods for whole-class and small-group instruction. Most daily schedules begin with a 10- to 15-minute overview used by teachers to introduce or review vocabulary words, or model, teach, and clarify expectations for performance. After the overview, a 20-minute time period for small-group work begins. Assigned curricula and activities are based on needs identified by assessments. Students participate in practice activities using Work Contracts to help organize their work, monitor their progress, and complete assignments. One small-group works with the teacher who provides skills-focused instruction specific to need, i.e., differentiated instruction. Other students attend workstations participating as study groups and completing guided practice activities, or a worktable used to begin homework assignments with support, or complete tasks independently at desks. Step Four involves creating a rotation chart that identifies small-group memberships and communicates how the groups will participate at the workstations, worktable, or teaching table. Teachers construct the rotation chart to reflect how many small-groups will be formed and what activities are available. Most rotation charts include an area for small-group skills instruction with the

4 teacher, workstations for small-group practice activities or homework, and a worktable for partner or independent practice. Computers, language and literacy centers, and writing and spelling workstations are commonly used for small-group practice activities. After each small group has attended a session with the teacher, a whole-group activity may be used for quick lesson or review or to summarize the day, connect experiences, review vocabulary and key concepts, and answer questions. Depending on time schedules, small-group time periods may be used consecutively, one small-group activity following another. Often, teachers group within a large group by assigning or using partners to repeat information, restate for clarification, or ask a question to monitor comprehension. Based on observations in whole- and smallgroups, teachers determine what additional instruction is needed. Memberships for smallgroups may need modification to accommodate changing needs for compatibility or skill development. In summary, differentiating instruction includes: Changing the behaviors of teaching and instructional delivery to address student variance. Implementing data-informed whole-class and small-group instruction. Using leveled curricula that enhances student learning and achievement. Using flexible grouping patterns that are sensitive to student progress. Differentiating instruction requires a chartered course for successful implementation and it must be addressed first as a training and management issue. Administrators must provide teacher training and support that identifies how to manage grouping for differentiating instruction and how to implement it successfully over time, not at once. A review of current teaching practices will be necessary to determine needs. Differentiating assessment may need reflection to determine if pacing schedules or performance expectations are reasonable and attainable. Evaluating program effectiveness is needed to determine if curriculums used in classrooms are evidence-based, effective, and capable of providing multiple tools and materials for use with varying student performance levels. Identifying changes that may be needed in classroom structure and environments is necessary so small-group, differentiated instruction can occur. Instruction becomes differentiated when teaching is individualized, sensitive, and responsive to needs, both teachers and students. Practice activities that incorporate student collaboration, study groups, and discussions will enhance comprehension if they are used to increase student engagement, interests, and motivation to complete tasks. Differentiating instruction means teaching differently, using an instruction management system that creates classrooms and teaching behaviors that support whole class and smallgroup lessons, collaborative learning, and independent practice AFTER students receive sufficient instruction and have participated in guided practices BEFORE they are expected to work independently. Biography Vicki Gibson, Ph.D. has been teaching students, training teachers, writing curriculum, and directing instruction since She is the Curriculum Director for Longmire Learning Center, Inc. (LLC), a private educational facility serving families with children ages 2 8 years. She is the Chairman and CEO of Gibson Hasbrouck & Associates, an educational consulting firm that provides intense professional development. Prior to becoming a consultant and author, Dr. Gibson owned three private schools, serving children ages 2-12 years. She taught and lectured for ten years at Texas A&M University, and spent ten years teaching in public schools as a Kindergarten teacher, special education resource teacher,

5 adaptive behavior specialist, and learning disability specialist. Dr. Gibson received her B.S., M.S., and Ph.D. at Texas A&M University. Dr. Gibson is a well-respected, nationally recognized author and speaker on differentiating instruction, early childhood curriculum design and methodology, classroom management, and using effective instructional strategies for emerging and low-performing students. She provides consultation and conducts workshops for teachers, administrators, and parents. She authored We Can!, a comprehensive early childhood curriculum, a supplemental Language Arts program titled Letter Sounds & Strokes, and a pre-writing program, I Can Draw, all published by Sopris West. Dr. Gibson co-authored Road to Reading, a Reading and Collaboration Training Program for Teachers of At-Risk Readers in Grades 3 8. She co-authored a book with Jan Hasbrouck, PH.D., titled Differentiated Instruction: Grouping for Success, published by McGraw-Hill Higher Education. Dr. Gibson is an author for Treasures, the K-6 reading program published by Macmillan/McGraw-Hill. References Evertson, C. M., E. T. Emmer, and M. E. Worsham, Classroom Management for Elementary Teachers, 6th ed., Allyn & Bacon, Boston, Evertson, C. M. and A. Harris, Support for managing learning-centered classrooms: The classroom organization and management program, in H. J. Freiberg (ed.), Beyond Behaviorism: Changing the Classroom Management Paradigm, Allyn & Bacon, Boston, 1999, pp Gersten, R., S. Vaughn, D. Deshler, and E. Schiller, What We Know About Using Research Findings: Implications for Improving Special Education Practice, Journal of Learning Disabilities, 30(5), 1997, pp Gibson, V. and J. Hasbrouck, Differentiated Instruction: Grouping for Success, McGraw- Hill Higher Education, Lou, Y., P. C. Abrami, J. C. Spence, C. Poulsen, B. Chambers, and S. D Appolonia, Within class grouping: A meta-analysis, Review of Educational Research, 66(4), 1996, pp Marzano, R., J. S. Marzano, and D. J. Pickering, Classroom Management that Works: Research-Based Strategies for Every Teacher, Association for Supervision and Curriculum Development, Alexandria, Virginia, Marzano, R., J. S. Norford, D. E. Paynter, D. J. Pickering, and B. B. Gaddy, A Handbook for Classroom Instruction that Works, Association Alexandria, Virginia, Mathes, P. G. and L. S. Fuchs, Peer-Mediated Reading Instruction in Special Education Resource Rooms, Learning Disabilities Research and Practice, 8, 1994, pp McIntosh, R., S. Vaughn, J. Schumm, D. Haager, and O. Lee, Observations of Students with Learning Disabilities in General Education Classrooms, Exceptional Children, 60(3), 1993, pp McLeod, J., J. Fisher, and G. Hoover, The Key Elements of Classroom Management: Managing Time and Space, Student Behavior and Instructional Strategies, Association for Supervision and Curriculum Development, Alexandria, Virginia, Moody, S., S. Vaughn, and J. Schumm, Instructional Grouping for Reading: Teachers Views, Remedial & Special Education, 18(6), 1997, pp Rothstein-Fisch, C. and E. Trumbull, Managing Diverse Classroom: How to Build on Students Cultural Strengths, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

6 Taylor, B. M., P. D. Pearson, D. S. Peterson, and M. C. Rodriquez, Looking Inside Classrooms: Reflecting on the How as Well as the What in Effective Reading Instruction, The Reading Teacher, 56(3), 2001, pp Tomlinson, C.A., How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed., Association Alexandria, Virginia, Tomlinson, C.A. and S.D. Allan, Leadership for Differentiating Schools and Classrooms, Association Alexandria, Virginia, Tomlinson, C. and C. Eidson, The Differentiated Classroom: Responding to the Needs of All Learners, Association for Supervision and Curriculum Development, Alexandria, Virginia, Tomlinson, C. and C. Eidson, Differentiation in Practice: A Resource Guide for Differentiating Curriculum: Grades K 5, Association for Supervision and Curriculum Development, Alexandria, Virginia, Tomlinson, C.A. and J. McTighe, Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids, Association Alexandria, Virginia, Vaughn, S., M. T. Hughes, S. W. Moody, and B. Elbaum, Instructional Grouping for Reading for Students with LD: Implications for Practice. Intervention in School and Clinic, 36(3), 2001, pp Vaughn, S. and S. Linan-Thompson, Group Sizes and Time Allotted to Intervention: Effects for Students with Reading Difficulties, in B. Foorman (ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale, York Press, Baltimore, Maryland, Vaughn, S. and S. Linan-Thompson, Research- Based Methods of Reading Instruction: Grades K 3, Association for Supervision and Curriculum Development, Alexandria, Virginia, RD 08 W 6642