Professional Documents
Culture Documents
ASCD, a community of educators, advocating sound policies and sharing best practices
to achieve the success of each learner.
ASCD publications present a variety of viewpoints. The views expressed or implied in
the video program and manual should not be interpreted as official positions of the
Association.
ASCD Stock Nos.: Entire Series, 401071; Facilitator’s Guide, 401071LG; Tape 1,
401072; Tape 2, 401073; Tape 3, 401074; DVD, 601071
07 10 9 8 7 6 5 4 3 2
Differentiation as a Journey Toward Professional Expertise . . . . . . . . . 3
Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Purpose of the Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
About the Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Series Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Role of the Workshop Facilitator . . . . . . . . . . . . . . . . . . . . . . . 8
Preface to Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Special Note About Differentiation . . . . . . . . . . . . . . . . . . . . . 14
Workshop 1: Planning Curriculum and Instruction (Overview) . . . . . . . 15
Workshop 2: Planning Curriculum and Instruction
(Interactive Workshop) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Workshop 3: Managing the Classroom (Overview) . . . . . . . . . . . . . 25
Workshop 4: Managing the Classroom (Interactive Workshop) . . . . . . . 28
Workshop 5: Teaching for Learner Success (Overview) . . . . . . . . . . . 37
Workshop 6: Teaching for Learner Success (Interactive Workshop) . . . . 40
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Reading 1 “Teach Me, Teach My Brain: A Call for Differentiated
Classrooms,” by Carol Ann Tomlinson and
M. Layne Kalbfleisch . . . . . . . . . . . . . . . . . . . 173
Reading 2 “Mapping a Route Toward Differentiated Instruction,”
by Carol Ann Tomlinson . . . . . . . . . . . . . . . . . . 176
Reading 3 “On the Road to Differentiated Practice,”
by Kim L. Pettig . . . . . . . . . . . . . . . . . . . . . . 180
Reading 4 “Reconcilable Differences? Standards-Based Teaching
and Differentiation,” by Carol Ann Tomlinson. . . . . . . 183
Reading 5 “Grading for Success,” by Carol Ann Tomlinson . . . . . 187
Reading 6 “How Reggio Emelia Encourages Inclusion,”
by Rebecca K. Edmiaston and Linda May Fitzgerald . . . 190
Reading 7 “Shifting into High Gear,” by Evelyn Schneider . . . . . . 193
I n my first year as a teacher, I came to understand that there were strug-
gling kids in my class, and I felt badly for them. I also realized there
Differentiation
were smart kids in my class. I liked that. It made me feel successful. My as a Journey
first year of teaching coincided with the desegregation of schools in the
state where I taught, and I was introduced for the first time in a personal
Toward
way to educational inequities. I also realized in an undefined sort of way Professional
that culture plays a role in shaping who we are. I learned similar lessons
from students whose lives were sculpted, in part, by poverty. I felt the Expertise
impact of those insights deeply but had little sense of what to do with
them. In that year, in fact, it really didn’t occur to me that my actions
affected my students’ learning. It certainly didn’t occur to me that I might
see them as individuals who needed me to teach them in different ways.
That lesson first became clear in my third year of teaching when I met
Golden, a 15-year-old 7th grader who did not know the whole alphabet.
Unseasoned as I still was in teaching, I did at least know that my teach-
the-whole-class approach was unsatisfactory for him. In April, I realized
that Jonathan, who sat at the table with Golden, was in trouble too. I had
deemed him a success in my class because he made As and laughed at
my attempts at subtle humor. In the spring, I realized I had not taught
him a thing during the year, but rather my curriculum and instruction had
caused him to march in place academically, if not to backslide—and I
celebrated that with As. I had no idea what to do about Jonathan and
Golden (and other students who, I began to realize, had similar needs).
I just knew I had to try to learn to teach in a different way.
In time, kids like Repp and David helped me understand what it meant
to have a learning disability and how, together, we could make the class-
room work for them. Kids like Michelle and Donna and Jason taught me
about cultural similarities and differences and how I could be a partner in
helping them chart a journey toward dreams that seemed out of reach
when they stood alone. Kids like Tevin and Micah taught me about dis-
abilities, coping, and how to acknowledge challenges without succumb-
ing to them. Susan taught me about a world filled with ghosts and the
desire to emerge from it. Lisa taught me about living in a home that no
child should ever have to suffer. Even as I began to teach adults, Lori
taught me about entering with her into a world without sound; Miriam
and Yu Chu taught me of the courage it takes to speak up in a language
not one’s own.
3
With the help of these students and legions like them, I came to under-
stand that a teacher’s job is to teach individual human beings who share
remarkable similarities and are profoundly different. I want each of those
students to achieve a sense of immense possibility unfolding before
them. I want each of them to earn a sense of self-efficacy with the sub-
jects I teach—and to get a kick out of them as well. It was clear to me a
few years into teaching that I could not accomplish those things for the
menagerie of learners who came my way daily by teaching in a uniform
way. Developing a philosophy that supports attending to learner variance
wasn’t so hard. It has taken me a career to figure out routines, processes,
and strategies to translate that philosophy into action. (In the process, of
course, the philosophy has matured as well.)
Nonetheless, Golden and Jonathan and Tevin and Repp and Yu Chu and
Michelle and all the others continue to come to school in greater numbers
than ever before. There are more of them to fail if we persist in looking
past what learners bring to school with them as though it were of little
significance in the classroom. For that reason, many teachers are willing
to fight the bondage of old habits and think about new ways to acknowl-
edge and address human variance in the classroom. We hope this set of
videos, the facilitator’s guide, and especially the conversation they gener-
ate among professional educators assist with that quest.
4
This program is based on the following assumptions:
5
that is flexible in its orientation to teaching and learning. To achieve that
flexibility we must craft routines that enhance student independence and
free us as teachers to work some of the time with individuals and small
groups. The routines must become comfortable and familiar to students
and teacher alike.
6
The workshops are designed to stimulate thought and provide an oppor-
tunity for shared reflection among educators. They also include opportu-
nities for teachers to set personal goals for classroom implementation of
ideas and insights that prompt continued growth in teaching learners for
whom one-size-fits-all curriculum and instruction are a misfit.
Two workshop formats are provided for each videotape. The first work-
shop format is a short session designed to give participants an opportu-
nity to view the video program in its entirety and to reflect on and share
broad reactions to and perspectives about the issues addressed. The sec-
ond workshop format is a full-day session with activities designed to
deepen participants’ understanding of specific issues and strategies
related to differentiation and how to apply them in the classroom.
The facilitator’s guide is designed to help you get the greatest possible
benefits from this video series. The workshop activities and discussion
questions included here can serve as a starting point. However, the facili-
tator’s choices of activities and questions should certainly not be limited
to those contained in this guide. Indeed, the facilitator should encourage
participants to raise their own questions based on the particular needs or
concerns of their school, district, or community.
7
materials include camera-ready masters for overhead transparencies
that are incorporated within the various workshop sessions.
8
Read and View the Materials
· View the videotapes. As you preview the tapes, you may want to
record the tape counter numbers for the beginning of each section or
example to use as a reference during the workshops.
· Select the workshop activities you will use and modify them, if nec-
essary, to meet the needs of your audience.
· Arrange for the use of a VCR and monitor. (A 23- or 25-inch moni-
tor will suffice for up to 25 participants.) Check the video equipment
to ensure that it is in good working condition. Check the electrical
outlets in the room to make sure they are in working order. Be sure
you have any necessary extension cords or adapters.
Prepare Materials
· Duplicate any handouts and readings from this guide that you intend
to distribute to participants. If you plan to distribute other materials,
make sure you comply with all copyright policies.
9
· Make transparencies from the overhead masters and copy them if
you want to use them as additional handouts.
· Gather chart paper, masking tape for posting chart paper on the
walls, and several felt-tip markers.
· Publish a flyer that specifies the time, day, date, and location for the
workshop.
10
E ach of the three videotapes in this series is accompanied by two
workshops—a short session lasting 80 to 90 minutes and a long ses-
sion lasting 6½ to 7 hours. The short sessions (Workshops 1, 3, and 5)
are designed for viewing an entire videotape and considering a few gen-
eral questions to guide reflection on the tape and to elicit reactions and
responses. These sessions may be useful in providing an overview of the
topics for a group of educators. The long sessions (Workshops 2, 4, and
6) are intended for more in-depth exploration of topics. They are more
interactive in nature and are well suited to being presented in full-day
sessions or two half-day sessions. It is also possible to develop a full-day
workshop that uses two of the videotapes and a portion of the materials
in the facilitator’s guide related to each of the tapes. This might be par-
ticularly helpful if you have limited staff development time and need
participants to see both the larger picture of differentiation presented in
Tape 1 and some of the easily applicable suggestions presented in Tapes
2 and 3. The sequence of videotapes and workshops is as follows.
T his series may also be used for self-study. If you use the materials in
this way, follow the same sequence of activities and reference the
same materials used in the workshops. Substitute journal entries for the
group discussions and activities; take some time to reflect on the question
or issue that is raised and record your thoughts. Conclude each workshop
with an entry on any new insights you have gained or questions you have
on teaching in a differentiated classroom.
13
T he workshops are designed to have participants work on activities in
a variety of groupings. At times the groups are based on like teaching
assignments, at other times on varied teaching assignments; sometimes
the groups are random. The workshops also provide opportunities to
work alone. In the longer workshops, tasks draw on varied approaches to
learning. It is important, however, for you as the workshop facilitator to
invite participants to let you know when alternatives would be more
effective for them and for you to anticipate and plan for such alternatives
when possible. For example, if you know you have teachers in a work-
shop who already practice differentiation effectively, you might want to
group them together at some points to share ideas at a more advanced
level or to provide more advanced readings on topics in the workshops.
You can offer participants the chance to work alone at any point rather
than with a group if that’s more effective for them. Be sure to let partici-
pants know that the sessions are designed to accommodate their various
needs and to invite them to help you do that even more effectively.
14
This session explores how teachers plan curriculum and instruction over
time in differentiated classrooms. It invites participants to consider issues
and develop insights about five key elements of most classrooms that
successfully address varied learner needs. Use the following agenda for
this session, or vary it to suit your specific needs.
Activity Minutes
Introduction 25
View Tape 1: Planning Curriculum and Instruction 40
Reflection 15
Wrap-Up 5–10
For this workshop, you will need copies of Handout 1 and Overheads 1
and 2 for each participant. You will also need Overheads 1–4 for your Providing folders with all mate-
own use. You will find these in the Handouts and Overheads section of rials inside is an efficient way to
distribute handouts and other re-
this guide. You may also wish to provide copies of some of the readings
sources. You may also wish to
suggested in the Resources and Readings section. Although the readings provide name tags. Before par-
are intended for the longer workshops, they can be used as follow-up ticipants arrive, write the objec-
material for this workshop. Other materials needed for this workshop tives for the session on flip chart
include chart paper, masking tape, and markers to record participant paper, or use Overhead 1, Ob-
jectives of the Workshop.
observations—or you may prefer to use marking pens to record observa-
tions on an overhead.
15
3. Present the objectives for this overview workshop as written on the
flip chart or on Overhead 1.
1. Suggest that participants view the video with the categories (effective
curriculum, flexible teaching, shared responsibility, building commu-
nity, and emphasis on individual growth) in mind, as well as their
own questions and issues. You may want to use Overhead 3, Some
Categories of Interest in a Differentiated Classroom, to remind them
of the categories. Suggest that it should be interesting to see whether
the teachers in the video seem to consider these categories in their
work and to see how the thinking of the teachers in the video is simi-
lar to and different from that of the participants.
16
differentiation as well as how students experience differentiation
throughout a unit.
2. Ask participants to share one idea they could apply in their teaching
to more effectively respond to a variety of learner needs and how
they would use that idea. Ask participants to share with the whole
group so that you can list their ideas on chart paper or on Overhead
4, Ideas for Effective Differentiation.
17
This workshop is designed for use with Tape 1, to guide participants in
The following agenda includes the times required for viewing the video
and completing the workshop activities. You may wish to adjust the time
schedule, modify some activities, or delete an activity to meet the needs
and interests of your group.
Activity Minutes
Introduction 15
What Is Differentiation? 25
Assumptions About Differentiation 40
Wrap-Up 5
Break 15
Challenges and Suggestions (Part 1) 25
View Tape 1: Planning Curriculum and Instruction 50
Challenges and Suggestions (Part 2) 20
Lunch 60
Article Jigsaw 75
Break 15
Can We Meet the Needs? 20
Wrap-Up 25
18
For this workshop, you will need copies of Handouts 2–8 and Readings
1–4 for each participant. You will also need Overheads 5–13. Masters for Providing folders with all mate-
these materials are in the Handouts and Overheads and the Resources and rials inside is an efficient way to
distribute handouts and other
Readings sections of this guide. If you wish to substitute or add readings, resources. You may also wish to
you will need copies for each participant. You will also need chart paper, provide name tags. Before par-
markers, and masking tape for participants to use in the Article Jigsaw ticipants arrive, write the objec-
activity, marking pens for you to use in recording participant observa- tives for the workshop on the flip
chart or use Overhead 5, Objec-
tions during wrap-ups, and marking pens for participants to use in the
tives of Today’s Workshop.
What Is Differentiation? activity.
19
that they can share their responses with the whole group on the
overhead projector. Allow about 15 minutes for this portion of
the activity.
20
foundation for thinking about why we do what we do in the
classroom.
2. Tell participants that after a break, they will begin to examine spe-
cific elements of teaching in a differentiated classroom.
21
3. Use Overhead 9, 3-Minute Buzz, to give directions to participants for
discussing their reactions thus far. Allow 3 minutes for this portion of
the activity.
22
3. Use Overhead 12, Jigsaw, to give the group directions for the activity.
Uncover the steps on the overhead only as you are ready for partici-
pants to follow them. First have participants select one of the four
topics (The Brain and Differentiation, Curriculum and Differentia-
tion, Getting Started in a Differentiated Classroom, Standards and
Differentiation) of interest to them. As participants select a topic,
have them gather in an area of the room you designate for the topic.
These specialty groups should be roughly equal in size.
4. Now form base groups by having one person from each of the four
topics sit together. Distribute Handout 5, Jigsaw Base Group Instruc-
tions, to each participant. Allow 10 minutes for base groups to meet
and complete Part 1 of the instructions.
7. Thank participants for their work and invite them to take a break.
23
feel it is unlikely we can do so. Allow about 3 minutes for this por-
tion of the activity. Then ask each person to partner with another to
discuss their responses. Allow about 5 minutes for this portion of the
activity. Next, ask each pair to join another pair to examine both sets
of responses. Allow about 5 minutes for this portion of the activity.
Finally, pose the following question to the whole group and record
some of their ideas on flipchart paper.
2. Remind participants that one of the day’s goals is having them reflect
on steps they may take in their own classrooms to become more
skilled and comfortable in working with academically diverse learn-
ers. Ask participants to generate one or two professional goals
related to differentiation. Tell them you would like them to write
down these goals and leave them with you to help you understand
what participants are reflecting on in their growth toward differentia-
tion. Distribute Handout 8, Goal Setting. Allow about 8 minutes for
goal setting.
24
This session explores how teachers manage differentiated classrooms.
It is designed to help participants reflect as they respond to varied learner
needs and to add to their strategies for effective management of differen-
tiated classrooms. Use the following agenda for this session or vary it to
suit your specific needs.
Activity Minutes
Introduction 25
View Tape 2: Managing the Classroom 35
Reflection 20
Wrap-Up 5–10
For this workshop, you will need copies of Handouts 9 and 10 for partici-
pants and Overheads 2, 14, and 15 for your own use. You will find these Providing folders with all mate-
in the Handouts and Overheads section of this guide. You may also wish rials inside is an efficient way to
distribute handouts and other
to provide copies of some of the readings suggested in the Resources and
resources. You may also wish to
Readings section. Although the readings are intended for the longer provide name tags. Before the
workshops, they can be used as follow-up material for this workshop. workshop begins, write objec-
Other materials needed for this session include chart paper, masking tives for the workshop on flip
tape, and markers to record participant observations—or you may prefer chart paper, or use Overhead 14,
to use marking pens to record observations on an overhead.
25
4. Depending on the group’s level of experience with the concept of dif-
ferentiation, you may wish to provide them with a definition (Over-
head 2, What Is Differentiation) or your school/district rationale for
encouraging teachers to become more skilled and comfortable in
working with academically diverse learners.
2. Ask participants to share a few items they placed in each of the three
columns of Handout 10. You can record these on chart paper or on
Overhead 15, Plus-Minus-Questions. Allow 5 minutes for this por-
tion of the activity.
26
3. Ask participants to look at the right-hand column on Handout 9 and
to star strategies they feel they can use in their classrooms. Ask a few
participants to tell the group about ideas they plan to take back to
their classrooms. Allow 5 minutes for this portion of the activity.
27
This workshop is designed to guide participants in
The following agenda includes the times required for viewing the video
and suggested times for completing the workshop activities. You may
want to adjust the time schedule, modify some activities, or delete an
activity to meet the needs and interests of your group.
Activity Minutes
Introduction 10
Quotations Warm-Up 15
Definition Review 10
Forced Analogy 10
RAFT Exercise 40
Self-Assessment 10
Break 15
Scenario Analysis 30
View Tape 2: Managing the Classroom 40
Group Response 20
Lunch 60
Specialty Groups 60
Break 15
Learning from Metaphors 30
Goal Setting 15
Wrap-Up 10
28
Providing folders with all mate-
For this workshop, you will need copies of Handouts 11–16 for each rials inside is an efficient way to
participant. You will also need Overheads 2, 10, and 16–22 for your own distribute handouts and other
use. Masters for these are in the Handouts and Overheads section of this resources. You may also wish to
provide name tags. Before par-
guide. You may also wish to provide copies of some of the readings sug-
ticipants arrive, write the objec-
gested in the Readings and Resources section or copies of overheads tives for the workshop on chart
from the Handouts and Overheads section. Other materials needed for paper, or use Overhead 16,
this workshop include chart paper, markers, and masking tape for partici- Objectives of the Workshop.
pants to use in the Definition Review and the specialty groups activity,
marking pens for you to use in recording participant observations during
wrap-ups, and a blank transparency for you to use in the Definition
Review.
29
ways to the idea of teaching with learner variability in mind. Leave
the overhead up and ask participants to arrange themselves in groups
of four to discuss their own responses to the words of these teachers.
If feasible, have participants organize themselves so that each group
includes teachers from a wide range of grade levels. Allow 8–10
minutes for this part of the activity.
3. Ask the whole group to share with you a couple of responses to each
of the quotes. Note again that if we all agreed on the importance of
teaching with needs of different learners in mind or on how to
accomplish it, we’d probably all be a lot better in differentiating
instruction than we are now. Invite participants to continue reflecting
on their own beliefs and practices throughout the workshop.
2. As participants work, walk around the room and record a few of their
definitions on a blank overhead transparency.
30
listening to music, sleeping, rock climbing, shopping, traveling,
and so on.) List about 10 responses in Column B of the overhead.
2. Tell participants you’d like each of them to select one of the rows in
the matrix that’s interesting to them and to do what that row asks
them to do. Let them know they’ll be sharing their work in about 15
minutes. Get a show of hands of who is going to do each row, with
the goal of trying to get about the same number of participants work-
ing on each row. Allow 15 minutes for this portion of the activity.
4. Ask each cluster to share with the whole group one or two of the
insights or conclusions they generated, trying not to repeat what
other groups have said. You may wish to record these on chart paper
that you keep on display for the rest of the day.
31
1. Tell participants they will shortly be viewing a videotape in which
teachers share their strategies for managing a differentiated class-
room. Before that, it would be helpful for each participant to think
about degrees of comfort they experience in the classroom when try-
ing to make sure that activities proceed smoothly and students work
effectively.
3. Thank participants for their work and contributions and invite them
to take a break.
3. As participants work on this activity, walk among the groups and lis-
ten to their ideas. Select and jot down some of their ideas on chart
paper. When you stop the activity, share with the whole group a few
of the ideas you gleaned from listening to their work.
32
3. Use Overhead 10, Ahas and Affirmations, to record some reactions
from the group to the first part of the video. Ahas are things partici-
pants didn’t expect to see in the classrooms shown in the video.
Affirmations are things they’ve seen that affirm their thinking and
suggestions. Use 2 minutes for this portion of the activity.
· How do you think teachers in the video would describe their role
in the classroom? In what ways is that similar to and different
from the way most of us would describe the role of the teacher?
· At what points do you think the job of the teacher in this sort of
flexible or student-centered classroom is easier than in a more
traditional classroom? At what points does it appear to be
harder? (In both instances, why do you say so?)
· How do you think the teachers in these classes developed the de-
gree of management skill they seem to have? How long do you
suppose it takes to develop this sort of proficiency of manage-
ment?
33
2. Thank participants for their contributions and dismiss them for lunch.
3. Once the working groups have formed, distribute Handout 14, Spe-
cialty Groups, and ask participants to use the instructions on the
handout as their work plan. Tell them they will have about 25 min-
utes to work together.
4. At the end of 25 minutes, ask two groups who worked on the same
topic to join and share their suggestions, compiling them into one list
on an overhead or chart paper. Allow 20 minutes for this portion of
the activity.
5. Have each combined specialty group share with the whole group
their topic and suggestions. Encourage participants to jot down ideas
that might be helpful to them. Distribute Handout 15, Ideas for
Future Reference, for participant note taking. If you have a few ideas
to add to the lists, feel free to do so. You might also want to play the
role of noting particular kinds of students who would be served well
by specific suggestions (for example, “The use of icons you’ve sug-
gested for a primary class could also be useful to visual learners who
are older, or to students for whom English is a second language.”)
Allow about 10 minutes for this portion of the activity.
6. Thank participants for their work and invite them to take a break.
34
1. Remind participants that you told them earlier in the workshop you’d
ask them twice today to develop analogies or metaphors for differen-
tiated classrooms. Earlier, the group worked with forced analogies.
Now that they’ve thought more deeply about what it means to man-
age a differentiated classroom, you’re going to ask them to develop
extended metaphors for managing a differentiated classroom. Use
Overhead 22, Learning from Extended Metaphors, to introduce the
idea.
35
they can note areas in which they still feel the need for assistance.
(You may tell participants you’ll collect the handouts to help you
know which strategies are proving most useful to them and to help
you with further staff development planning. If you do collect the
sheets, remind participants that they do not need to put their names
on the papers.) Allow about 10 minutes for this portion of
the activity.
3. Ask a few participants to share with you the most useful idea they’ve
encountered today. You may want to share new ideas you’ve gained
as well.
2. Encourage participants to use the ideas they have gained today and to
continue to think about other ways they can make their classrooms
both more flexible and more comfortable for themselves and their
students. Also encourage them to share ideas with one another.
36
This session explores the role of the teacher in differentiated classrooms.
It is designed to help participants reflect on their own responses to varied
learner needs and to add to their strategies for effective instruction in dif-
ferentiated classrooms. Use the following agenda for this session or vary
it to suit your specific needs.
Activity Minutes
Introduction 20
View Tape 3: Teaching for Learner Success 35
Reflection 20
Wrap-Up 5–10
For this workshop, you will need copies of Handouts 17 and 18 for par-
ticipants and Overheads 2 and 23 for your own use. You will find these in Providing folders with all mate-
rials inside is an efficient way to
the Handouts and Overheads section of this guide. You may also wish to
distribute handouts and other
provide copies of some of the readings suggested in the Resources and resources. You may also wish to
Readings section. Although the readings are intended for the longer provide name tags. Before par-
workshops, they can be used as follow-up material for this workshop. ticipants arrive, write the objec-
Other materials needed for this session include chart paper, masking tives for the workshop on flip
chart paper, or use Overhead 23,
tape, and markers to record participant observations—or you may prefer
Objectives of the Workshop.
to use marking pens to record observations on an overhead.
3. Present the objectives for this overview workshop as listed on the flip
chart or on Overhead 23.
37
4. Depending on the group’s level of experience with the concept of dif-
ferentiation, you may wish to provide them with a definition of dif-
ferentiation (Overhead 2, What Is Differentiation?) or your school/
district rationale for encouraging teachers to become more skilled
and comfortable in working with academically diverse learners.
1. Suggest that as participants watch the video they look for ways in
which the teachers’ roles match, expand, or challenge the principles
and practices they predicted. Suggest that they jot down on Handout
17 practices and principles from the video that add to their ideas.
38
· What are some factors in your classrooms that you could change
to give you more freedom to work with individuals and small
groups?
39
This workshop is designed to guide participants in
The following agenda includes the times required for viewing Tape 3 and
suggested times for completing the workshop activities. You may want to
adjust the time schedule, modify some activities, or delete an activity to
meet the needs and interests of your group.
Activity Minutes
Introduction 10
Role of the Teacher: Part 1 25
Deep Structures of Schooling 30
Double-Entry Journal: Part 1 20
Break 15
View Tape 3: Teaching for Learner Success 40
Double-Entry Journal: Part 2 20
Mobile Analysis 20
Lunch 60
Cooperative Controversy on Grading 60
Break 15
Guidelines Groups 35
Role of the Teacher: Part 2 20
Goal Setting and Wrap-Up 15
40
For this workshop, you will need copies of Handouts 19–24 for each
participant and Overheads 2, 10, and 24–33 for your own use. You will Providing folders with all mate-
also need copies of Reading 5 for each participant. Masters for these are rials inside is an efficient way to
distribute handouts and other
in the Handouts and Overheads and Readings and Resources sections of resources. You may also wish to
this guide. You may also wish to provide copies of some of the other provide name tags. Before par-
readings suggested in the Readings and Resources section or copies of ticipants arrive, write the objec-
overheads from the Handouts and Overheads section. Other materials tives for the workshop on flip
chart paper, or use Overhead 24,
needed for this workshop include marking pens for you to use in record-
Objectives of the Workshop.
ing participant observations during the Mobile Analysis; chart paper,
markers, and masking tape for participants to use in the Guidelines
Groups activity; and an index card for each participant to use at the end
of Part 2 of the Role of the Teacher activity.
41
1. Tell participants that today’s workshop focuses on the way a differ-
entiated classroom shapes the role of the teacher. Note that some of
them will find the teacher’s role in this sort of classroom more famil-
iar than others will. Distribute Handout 19, Analyzing the Role of the
Teacher in a Differentiated Curriculum. Ask participants to begin
thinking about teachers’ roles by working alone to complete the
handout based on their current experiences. Allow 10 minutes for
this part of the activity.
3. Ask participants to quickly share with you key descriptors for each
of the categories they addressed in their analysis of the role of the
teacher. Record a few of the responses on Overhead 25, Analyzing
the Role of the Teacher in a Differentiated Classroom. (As an alter-
native, you may walk among participants while they are sharing their
work and record some responses on the overhead based on what you
hear. You can then share those with the group to bring closure to this
part of the activity.)
4. Note that images of the role of a teacher vary in the group, based per-
haps on length of teaching experience, grade or subject taught, and
philosophy of teaching. The goal of the workshop today is not to find
a single set of descriptors of the role of a teacher, but to help partici-
pants examine their own images and practices. Tell participants they
will return to this activity later in the day.
1. Tell participants that our lives as teachers are often so full of “doing”
that we find little time to examine what we do. As a result, we can
develop habits of teaching that may not really reflect what we believe
about teaching. As the group prepares to look at a video that exam-
ines the reflections and roles of teachers in differentiated classrooms,
it would be useful to examine some ways we often “do school” to see
what beliefs they reflect.
42
they formed for the previous exercise and to discuss with the group
the points raised in the Deep Structures handout. Allow 20 minutes
for this portion of the activity.
· When the descriptors are accurate, how well are schools likely to
serve a wide range of learners?
1. Tell participants you’d now like them to move from thinking about
teaching in general to their own teaching. Distribute Handout 21,
Double-Entry Journal. Ask participants to work alone to complete
Part 1. Allow 15 minutes for this portion of the activity.
43
2. Use Overhead 27, 3-Minute Buzz, to give directions to participants
for a discussion of their reactions thus far. Allow 3 minutes for this
portion of the activity.
3. Use Overhead 10, Ahas and Affirmations, to record a few ahas and
affirmations from the group. Ahas are things participants didn’t
expect to see in the classrooms in the video. Affirmations are things
they’ve seen that affirm their thinking and suggestions. Allow 2 min-
utes for this portion of the activity.
2. Display Overhead 28, The Need for Continual Growth. Tell partici-
pants that one of the challenges of teaching is seeking growth in our
images of ourselves and our classrooms. It seems safer to find some-
thing that works and to cling to it. When we do that, however, we try
to celebrate yesterday’s successes, and that seldom leads to real
growth.
Flexibility
44
· Using varied approaches to teaching and learning.
· Ensuring that all students work with important ideas and skills.
Sense of Community
45
A Growth Orientation
46
4. Allow 15 minutes for the groups of three or four to develop argu-
ments for or against competitive grading. Then remind them to move
into the debate phase of the activity.
5. Allow 10 minutes for the first debate cycle, and then give a signal for
participants to move to the second debate cycle.
8. Thank participants for their work. Encourage them to look for ways
to use grading to enhance the learning of the students in their class-
rooms. Invite participants to take a break.
3. Ask groups that worked on the same topic to meet together and
merge their guidelines lists into one list that reflects all the ideas of
their groups. They should write their guidelines lists on chart paper
and be prepared to share them with the whole group. Allow 10 min-
utes for this portion of the task.
4. Ask a spokesperson for each topic to share the list of guidelines their
groups generated. Encourage participants to note ideas that they
could potentially use in their classrooms. Allow 15 minutes for this
portion of the activity.
47
1. Remind participants that earlier in the day, you told them you’d ask
them to reanalyze the role of the teacher. Distribute Handout 24,
Role of the Teacher in a Differentiated Classroom (Part 2). Ask par-
ticipants to work alone on the task, following the directions on the
handout. While participants are working, distribute an index card to
each person. Allow 10–12 minutes for this portion of the activity.
1. Ask participants to select a partner with whom they have not worked
today. Display Overhead 34, Short-Term Goal Setting. Ask partici-
pants to tell their partners ideas in one or more of the categories on
the overhead that they plan to try in their classrooms that should help
them continue their growth in effectively teaching academically
diverse student populations.
3. Encourage participants to use the ideas they have gained today and
to continue to think about ways in which their role as teacher can
evolve to make their classrooms both more flexible and more effec-
tive for a wide range of learners.
48
HANDOUT 1
Under each category in the matrix below, write what you consider to be
the top three challenges confronted by a teacher in a differentiated class-
room. An example is provided to jump-start your thinking.
Shared
Responsibility An Emphasis
Effective Flexible for Learning Building on Individual
Curriculum Teaching and Teaching Community Growth
How do I decide What do I do when How do I make sure How do I make sure What if some stu-
what’s most essential students finish work students are on task? everyone feels dents feel their
Example for all to learn? at different times? valued? work is harder or
easier than the other
students?
51
Handout 1—Continued
After you share your thinking with other colleagues, revise or add to your
top three challenges.
Shared
Responsibility for An Emphasis
Effective Flexible Learning and Building on Individual
Curriculum Teaching Teaching Community Growth
52
Handout 1—Continued
Now that you’ve viewed the video, use the matrix below to note some
insights you’ve had (or beliefs you’ve had affirmed) related to these
categories in a differentiated classroom. Again, an example is provided
to jump-start your thinking.
Shared
Responsibility for An Emphasis
Effective Flexible Learning and Building on Individual
Curriculum Teaching Teaching Community Growth
I have to be really I need to find time I have to teach I need to talk with It helps to have stu-
clear about learning to teach or reteach in routines that help students about dents set and chart
Example
goals. small groups. students be more reasons for some of their own
independent. differentiation. goals.
Be prepared to share with colleagues one of these ideas you could apply
in your teaching and illustrate how you would use it.
53
HANDOUT 2
Definition:
Group Members:
55
HANDOUT 3
57
Handout 3—Continued
58
HANDOUT 4
C omplete this task in two parts. Complete Columns 1 and 2 before you
watch the videotape on planning curriculum and instruction for a dif-
ferentiated classroom. In Column 1, note some challenges teachers might
face in a differentiated classroom in each of the six categories on the
matrix. In Column 2, suggest approaches you feel would help teachers
successfully address the challenges. After you watch the videotape, com-
plete Column 3 with approaches presented in the video (or approaches
that occurred to you as you watched the video).
Curriculum
Assessment
Flexible Teaching
59
Handout 4—Continued
Grouping of
Students
Shared Responsibility
for Learning and
Teaching
Establishing
Community
60
HANDOUT 5
For the next 10 minutes, generate questions you would like more infor-
mation about in each of the specialty areas selected by participants. Your
goal is to send each base group participant to a specialty group with a
sense of information about the specialty topic that would be useful to
base group members. The workshop facilitator will tell you when it’s
time to go to your specialty group.
You have about 25 minutes for each member of your group to report to
the base group. The goal of presentations is to provide information,
insights, and suggestions related to the specialty topics represented in
your base group. Jot down ideas you find interesting, so you can refer to
them after the workshop ends. Also be sure to ask questions and add
additional suggestions as each base group member presents. Appoint a
timekeeper who will ensure that all members have about the same
amount of time to share their work.
61
HANDOUT 6
E veryone in your specialty group is working with the same topic. Your
job in the next 25 minutes is to generate practical suggestions on your
Jigsaw
specialty topic that you will take back to your base group. Specialty
To begin, silently read the material on your topic provided by the work- Group
shop facilitator. If you finish reading before others in your group, begin
to jot down ideas related to your topic that you think might be helpful to
Instructions
other educators.
Once everyone in your group has finished reading the materials, work
together to develop ideas on your topic that might be of use to you and
members of your base group in developing classrooms that are respon-
sive to academically diverse student populations.
The workshop facilitator will tell you when it’s time to return to your
base group.
Association for Supervision
and Curriculum Development
63
HANDOUT 7
Reasons Reasons
Question
Conclusions
65
HANDOUT 8
A goal of today’s workshop is to help you reflect on actions you can take
in your classroom to become more skilled and comfortable in working
with academically diverse learners. It’s not an easy goal, nor one that’s
achieved quickly. Nonetheless, it is achievable if we consistently reflect
on our practice and use what we learn to grow professionally.
Please write below one action (or more) you plan to take in your class-
room as part of your professional growth in working with a range of
learners. The group facilitator may collect your ideas to get a sense of the
thinking of the group and for use in planning additional staff develop-
ment. If so, you do not need to put your name on the paper.
Reference: Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth,
Association for Supervision
NH: Heinemann.
and Curriculum Development
67
HANDOUT 9
Step 1 Management
Working alone, in Column 1 list some problematic areas you think about
when you plan for multiple tasks in the classroom.
Hot Spots
69
HANDOUT 10
I n the first column of the matrix, list ideas or approaches you saw in the
video that seemed positive or promising to you. In the second column,
list ideas or approaches that seemed negative to you. In the third column,
list questions you still have about managing a differentiated classroom.
+ – ?
71
HANDOUT 11
S elect one of the Roles below to portray; then write to the Audience
specified, in the Format provided, and on the Topic in that row.
You’ll be asked to share your work with colleagues.
73
HANDOUT 12
Do this
Seldom Sometimes often and Absolutely
or never do this but often comfortable
do this not smoothly smoothly with this
Explaining/teaching classroom
routines
75
HANDOUT 13
P lease read the scenario below and then work with colleagues who
teach at a similar grade level to yours to give the teacher in the sce-
nario some advice.
Ms. Creighton likes teaching, likes her students, and isn’t afraid of modi-
fying what she does in the classroom when she believes the changes will
make her teaching more effective for more of her learners. However, it’s
often hard for her to know just what will work in her classroom and what
won’t. It’s like that with a lesson she’s planning for next week. She
hasn’t tried giving different tasks to different groups before, but she has
such a wide variety of readiness levels in her class that it seems like a
good idea.
When her students come to class on Monday, she’s going to tell them
they’ll be working on several different activities. Right now, Ms. Creigh-
ton is not quite sure who will be in which group. Maybe she’ll let the stu-
dents make the choice.
She’s going to describe all of the activities to the whole class so they will
understand the directions and what’s going on in other groups. At that
point, she’s planning to call out names of students to let them know what
group to work with so they can find one another and find a place to work
together. Every student has to complete the group’s assigned task, but she
wants the students to collaborate on the work.
She’ll ask the group to send someone to pick up the written directions for
their work. The directions tell them to be sure to get materials that will
help them with their learning goals. If students need her, they can come
ask her for help. When students finish their work, they will bring it to
her. She will grade it overnight so they can see how they did. If a student
or group doesn’t finish the work, they will have to turn it in unfinished.
77
Handout 13—Continued
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
78
HANDOUT 14
Your specialty group should now combine with one or two other spe-
cialty groups that worked on the same topic. Have someone from each
group review the group’s list of suggestions. Discuss any suggestions that
seem to be in conflict. Ultimately you should merge the sets of ideas so
that you have one representative set to report out to the whole group. The
workshop facilitator will give you chart paper or overhead transparencies.
79
HANDOUT 15
81
HANDOUT 16
I n one or more of the boxes below, write strategies you plan to use to
support differentiated instruction. In the box at the bottom of the page,
note areas related to managing a differentiated classroom in which you’d
like more information. The workshop facilitator may collect this sheet as
a way of understanding group thinking and to plan additional staff devel-
opment. If so, you need not put your name on the paper.
83
HANDOUT 17
U se the analysis map below to help you think about the role of a
teacher in a differentiated classroom. Each spoke is labeled with a
teacher role. At the end of the spoke, write phrases you feel accurately
describe the role. In some instances, an example is listed to start your
thinking. On the blank spoke, add a role you feel has been omitted and
descriptors to go with that role. Remember, your focus is the teacher’s
role in a classroom with a goal of addressing varied learner needs.
Providing
wth
directions
gro
C
dif omm
ual
fer un
en i c
ivid
tia ati
tio ng
ind
n wi
th
for
pa
ren
ing
ts
ab ach
ou
t
Co
Balancing whole-class and The Role of the Teacher in a Helping groups work
small-group instruction Differentiated Classroom
n Gr
t i at i o ad
Char
f eren ing
dif
udents for fo
ng st
ting i
ri re
Prepa xc
ell
e
ndivi
nc
ea
nd
dual
eq
uit
y
grow
th
Must be clear
about learning goals
85
HANDOUT 18
U se the questions below to guide your discussion of the video and the
role of the teacher in a differentiated classroom.
1. What are some ways in which the video confirmed the ideas you had
in the analysis exercise before viewing the video? What are some
ways in which the video differed from your analysis?
2. What do you think are some basic principles that underlie the work
of the teachers in the video?
3. In what ways are those principles similar to and different from prin-
ciples that support teaching in a classroom that does not actively
address learner variance?
4. How do you see assessment shaping the role of the teacher in a dif-
ferentiated classroom?
87
HANDOUT 19
U se the grid below to help you reflect on your thoughts about and
experience with the role of the teacher in a classroom where teaching
in response to learner needs is key.
89
HANDOUT 20
M ost of us who are teachers have been a part of schools for so long
that we take for granted the way we “do school.” But those quiet
assumptions can powerfully affect our classroom practice—and not
always in ways that benefit the full range of learners. Below are some
“deep structures” of schooling. We may not articulate these images as
our beliefs. In fact, we may even disavow them. Our classroom practice,
however, may make it appear as though we believe them. With your
group, discuss (1) the degree to which you believe these images and
(2) the degree to which our practice suggests we believe them.
1. Teacher as teller
2. Teaching as telling
3. Student as absorber
5. Students as dependent
91
HANDOUT 21
Double-Entry
Journal
Part 1 Part 2
In Column 1 and on the back of the page if After viewing the video, use Column 2 and
necessary, write your reflections on the questions the back of the page if necessary to write your
below. reflections on the questions below.
Column 1 Column 2
• In what ways are you best at building a sense of • What ideas does the video give you about build-
community among your students? ing community?
• What is your “compass” as a teacher to ensure • In what ways is your sense of quality curriculum
that your curriculum and instruction are of very and instruction like or different from what you saw
high quality? in the video?
• What are your strongest points in helping • What suggestions from the video might you use
students assume responsibility for effective to build shared responsibility in the classroom?
teaching and learning in the classroom?
• How do you help students gain a clear sense • In what ways might you make your classroom
of and responsibility for their own growth? more growth centered?
• In what ways are you most flexible in your • What’s your response to the level of flexibility in
teaching? teaching shown in the video?
• In which of these areas would you like to • When you look at your classroom in light of the
continue your professional growth? Why? video, what do you like best about it? What might
you want to modify? Why?
93
Handout 21—Continued
Column 1 Column 2
94
HANDOUT 22
3. Divide the groups in half, with half the members preparing an argu-
ment in favor of more traditional, norm-centered grading practices in dif-
ferentiated classrooms and half preparing an argument in favor of more
growth-centered or individual-centered grading practices in differentiated
classrooms.
5. Have each side present its arguments to the other half of the group.
Everyone in the presentation group should contribute.
7. When both sides have presented their arguments, divide into the two
groups again, and this time prepare arguments for the position you did
not support in the first round. Be sure to add your own insights and
beliefs to the new argument rather than only repeating what the first pre-
senters said. The workshop facilitator will give you a signal at the end of
this part of your work.
9. Take a few minutes in the group of 6–8 to review the pros and cons of
the two positions. Be sure to highlight any new perspectives you may
have gained.
95
HANDOUT 23
Working with a small group of teachers who selected the same topic you
did, generate a list of guidelines. When you have developed a substantial
list, pare it down to those guidelines you feel are most important and use-
ful. Appoint a spokesperson who will represent your group in Step 2.
You will have about 10 minutes for this portion of your work. The work-
shop facilitator will let you know when to move to Step 2.
Meet with other groups who developed guidelines on the same topic as
your group. Review the lists from each group. Condense the lists so they
reflect the most important and useful ideas from each group. Try to limit
your lists to five or six guidelines. Put your new list on chart paper and
be prepared to share the list with the whole workshop group. You will
have about 10 minutes for this portion of your work. The workshop
facilitator will let you know when to move to Step 3.
97
HANDOUT 24
A s you return to this analysis task, complete it this time with descrip-
tors of what you would like your own teaching to become in each
category. Remember the focus of the analysis is describing your practice
in response to the needs of varied learners.
Providing
wth
directions
gro
C
dif omm
ual
fer un
en i c
ivid
tia ati
tio ng
ind
n wi
th
for
pa
ren
ing
ts
ab ach
ou
t
Co
Balancing whole-class and The Role of the Teacher in a Helping groups work
small-group instruction Differentiated Classroom
n Gr
t i at i o ad
Char
f eren ing
dif
udents for fo
ng st
ting i
ri re
Prepa xc
ell
e
ndivi
nc
ea
nd
dual
eq
uit
y
grow
th
Must be clear
about learning goals
99
OVERHEAD 1
101
OVERHEAD 2
103
OVERHEAD 3
105
OVERHEAD 4
107
OVERHEAD 5
109
OVERHEAD 6
Definition:
Group Members:
111
OVERHEAD 7
113
OVERHEAD 8
115
OVERHEAD 9
117
OVERHEAD 10
Ahas Affirmations
Interesting points from the video What we saw in the video that
that we hadn’t anticipated affirmed our beliefs or approaches
119
OVERHEAD 11
121
OVERHEAD 12
123
OVERHEAD 13
125
OVERHEAD 14
127
OVERHEAD 15
+ – ?
129
OVERHEAD 16
131
OVERHEAD 17
I couldn’t go back to the old way I taught any more. I feel much more
creative as a teacher now, more energized, and I know my students
are learning better. I can’t exactly remember a day when I decided to
stop covering curriculum and start helping kids learn. I guess it was
evolutionary in my teaching instead of revolutionary. I just know it’s
better teaching.
133
OVERHEAD 18
Column A Column B
Managing time
Giving directions
Controlling noise
Organizing materials
135
OVERHEAD 19
137
OVERHEAD 20
139
OVERHEAD 21
141
OVERHEAD 22
Metaphors compare two things that, at first, don’t seem alike, but
actually have interesting things in common. Thinking metaphorically
is a great way to get fresh images of something familiar or to
sharpen thinking. Below is an extended metaphor for a
differentiated classroom.
143
OVERHEAD 23
145
OVERHEAD 24
147
OVERHEAD 25
149
OVERHEAD 26
151
OVERHEAD 27
153
OVERHEAD 28
Grow or die!
155
OVERHEAD 29
Effective A Growth
F Curriculum Orientation
l and
e Instruction
x
i Shared
b Responsibility
i for
l Learning
i
t
y
Sense of
Community
157
OVERHEAD 30
5. Have each side present its arguments to the other half of the
group. Everyone in the presentation group should contribute to
the presentation.
9. Take a few minutes in the group of 6–8 to review the pros and
cons of the two positions. Highlight any new perspectives you
may have gained.
159
OVERHEAD 31
161
OVERHEAD 32
163
OVERHEAD 33
My role as a teacher is
165
OVERHEAD 34
167
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Web site containing differentiated lessons, units, and products.
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Implementing Performance-Based Education (3-tape series)
Inclusion (3-tape series) Video Library of Teaching Episodes (30 tapes)
Integrating the Curriculum (2-tape series) What’s New in School — Parts I and II (7 tapes)
Involving Parents in Education
Learning About Learning For information on these programs, call ASCD’s
The Lesson Collection (multitape series) Service Center at 800-933-2723, or 703-578-9600.
Kay A. Musgrove (President), Peyton Williams Jr. (President-Elect), LeRoy E. Hay (Immediate Past
President), Pat Ashcraft, Martha Bruckner, Mary Ellen Freeley, Richard L. Hanzelka, Douglas E. Harris,
Mildred Huey, Susan Kerns, Robert Nicely Jr., James Tayler, Andrew Tolbert, Sandra K. Wegner,
Jill Dorler Wilson
ASCD’s Executive Director is Gene R. Carter.