Different Is Definitely Dynamic

A Webquest for Teachers - Professional Development for Differentiating Instruction

Written by

Kim Whitley

mailto: kimawhitley@msn.com

Overview

The tasks involved in this webquest will allow our school to continue documentation of the Comprehensive School Improvement Plan, Professional Development Plan, Teacher Technology Standard and No Child Left Behind.

Each staff member has selected a study group with which to work. The study group will be reading How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlison. The meeting format outlined in Results will be used for documentation of group information.

Introduction

You are about to embark upon an activity that will strenghten your professional growth and understand of differentiated instruction. As we continue to study and work toward meeting the needs of all students, the job-embedded focus on differentation will impact how we view content material, instructional strategies, planning, classroom arrangements, class time, and student assessment. Each study group will have five chapters identified for reading, discussion and implementing classroom strategies. The study team's work will be to determine developmentally appropriate strategies and practices for their team's student population. Each team will share information regarding instructional strategies, implementation, student progress and evaluate the effectiveness of their decisions.

Essential Questions

Why is the planning for differentiated instruction like writing an IEP for each student in your classroom?

What is meant by "tailoring the same suit of clothes"? When have you used this instructional strategy? How did you evaluate the practice for effectiveness?

Which scenario best describes differentiated instruction: A mile wide and an inch deep or an inch wide and a mile deep?

Task 1 - Book Study

Teachers have self-selected one of two groups with which to work through the book study. Each teacher has drawn a number (1-6). The group will jigsaw read the text, How To Differentiate Instruction In Mixed Ability Classrooms.

Chapter Assignments:

Chapter 1 & 2 - All teachers

Chapters 3 & 9 - Teacher 1

Chapters 4 & 10 - Teacher 2

Chapters 5 & 11 - Teacher 3

Chapter 6 & 12 - Teacher 4

Chapter 7 & 13 - Teacher 5

Chapter 8 & 14 - Teacher 6

Each teacher will select 2-3 major points in each chapter (1 & 2) to bring to the table for the initial book study discussion. These points will be in written format.

The teacher responsible for the remaining chapters will be the teacher leader during the discussion of the specific chapter. He/she will select key chapter points and poses thought provoking questions for group discussion. He/she will select one of the group members to record information to be placed in the Results format. Notetakers may only complete this task twice during the book read.

Task 2

After completion of the book, each teacher will select 2-3 strategies and write a proposal with specific details and rationale for empowering and implementing differentiated instruction as a school-wide focus. The proposal should include a description of the strategies, how they should be implemented, rationale for primary and intermediate grade inclusion and an evaluation format for determining effectiveness for student achievement.

Task 3 - Technology Applications

After completion of the book, the group will be divided into two smaller groups for completion of technology tasks.

Group 1 - Teacher 1, 3 and 5

Group 2 - Teacher 2, 4 and 6

The principal has pre-determined the tasks for the group. Group 1 will develop a brochure to be disseminated to parents about Differentiated Instruction and Classroom Activities. Group 2 will develop a PowerPoint presentation to be shown to students about Differentiated Instruction and Classroom Environment.

Resouces

How To Differentiate Instruction In Mixed-Ability Groups by Carol Ann Tomlinson

The Differentiated Classroom - Responding to the Needs of All Learners by Carol Ann Tomlinson

A Framework for Understanding Poverty by Ruby K. Payne, Ph.D.

A Framework for Understanding Poverty - Modules 1-9 Workbook by Ruby K. Payne, Ph.D.

Learning Structures - Modules 10-16 Workbook by Ruby K. Payne, Ph. D.

Classroom Instruction that Works by Robert Marzano, Debra J. Pickering and Jane E. Pollock

So Each May Learn by Harvey F. Silver, Richard W. Strong and Matthew J. Perini.

The Teacher's Toolbox for Differentiating Instruction by Linda Tilton

Evaluation

Task 1

Task 2

Task 3

Conclusion

Congratulations! You have just completed your first webquest as it relates to professional development. As you reflect upon this experience, please consider the following questions:

• How effective was the jigsaw book read? Advantages? Disadvantages?
• Did you focus on strategies that you felt more comfortable implementing? Was you focus on what was best for all?
• Did the technology task help you to better understand the role of technology as an instructional piece with a product?
• Was the size of the group appropriate for the activities?
• How effective was the rubric in guiding the product development of each task?

Faculty Meeting scheduled for next Wednesday - Sharing about Webquest and Book Study.

Results Format