Supporting Differentiated Instruction: A Professional Learning Communities Approach

by Fogarty, Robin J.; Pete, Brian M.; McTighe, Jay

• ISBN13: 9781935249566
• ISBN10: 1935249568
• Format: Hardcover
• Copyright: 2010-11-30
• Publisher: Solution Tree

Summary

We now recognize that a one-size-fits-all instructional approach is unlikely to maximize achievement for all learners. Indeed, the goal of helping all students achieve high standards demands instruction that is responsive to their varied nature and needs. Supporting Differentiated Instruction: A Professional Learning Communities Approach pragmatically approaches the collaborative spirit of professional learning communities (PLCs) and the rigorous work of differentiated classroom instruction. This method combines the teaching decisions for professional staff and the learning decisions for students. As the discussion unfolds, this teaching-learning equation is examined in the practical light of how PLCs provide the decision-making platform for differentiated classroom instruction. Differentiated instruction logically extends from a straightforward proposition¿that learners differ in their prior knowledge and experience, their interests, and their preferred ways of learning. Accordingly, the most effective teaching responds to these differences by adjusting (differentiating) how content is presented, how learners are able to process it, and how they are allowed to demonstrate their learning. Teachers need plausible methods to put the profound theories of collaboration and differentiation into classroom practice. In short, teachers need a roadmap to guide them in fostering differentiated instruction from the PLC to the K¿12 classroom; Supporting Differentiated Instruction: A Professional Learning Community Approach is that roadmap. Ridden with teacher tools and techniques for reflective dialogue, this book will shape schools into a professional learning community that supports differentiated instruction. The discussion offers ideas to support meaningful decisions with plain talk about accessible, ongoing data and the instructional tools needed for robust differentiation in classroom instruction. Using the PLC approach to differentiate instruction, educators can achieve their target concern¿student success. The chapters can either stand alone or create a comprehensive view of differentiated instruction through a PLC approach. Each chapter begins with a Take Away objective that guides the discussion and ends with Action Options of highly interactive strategies. These tools are designed for teams to utilize as they unpack the complex process of supporting and facilitating differentiated instruction. At the end of the day, the goal is to help PLC teams manage the complexity of the instructional arena in ways that personalize instruction for the success of each and every student.

Table of Contents

About the Authors	p. xi
Foreword	p. xiii
Introduction: PLCs and Differentiated Instruction	p. 1
About the Book	p. 2
Action Options	p. 5
All About Collaboration	p. 11
Guiding Principles	p. 12
Why Are PLCs Formed?	p. 14
Who Is on a PLC Team?	p. 14
What Do PLCs Do?	p. 17
When Do PLC Teams Do Their Collaborative Work?	p. 18
Where Do PLC Teams Meet?	p. 19
How Do PLCs and PLC Teams Function?	p. 19
PLCs and Differentiation	p. 20
Action Options	p. 21
T-Chart	p. 25
All About Differentiation	p. 27
Research Rationale for Differentiation	p. 28
Fullan's Theory of Change	p. 28
Differentiation Theory: A Research-Based Approach	p. 30
Differentiation Theory: An Experiential Approach	p. 33
Three Elements of Differentiated Learning	p. 36
Using Data to Drive Differentiation	p. 37
Action Options	p. 40
Four-Fold Concept Development Activity	p. 43
All About the Learners	p. 45
Student Readiness	p. 46
Student Interests	p. 48
Student Learning Profiles	p. 50
Student Affect	p. 55
Inventory Options	p. 56
Action Options	p. 56
Identifying Student Traits Brochure	p. 60
"It's All About Me" Cards	p. 61
Changing the Content	p. 63
Content Standards	p. 64
Changing the Complexity	p. 65
Changing the Resources	p. 67
Changing the Environment	p. 70
Examples of Changing the Content	p. 73
Action Options	p. 76
Changing the Process	p. 79
Direct Instruction Methods	p. 80
Cooperative Learning Methods	p. 86
Inquiry Learning Methods	p. 88
Examples of Changing the Process	p. 94
Action Options	p. 96
Tear-Share Differentiation Box	p. 100
Changing the Product	p. 101
Three Approaches to Changing the Product	p. 102
Changing the Entry Points	p. 103
Changing the Exit Points	p. 107
Changing the Methods of Accountability	p. 109
Examples of Changing the Product	p. 115
Action Options	p. 116
Sample Scoring Rubric	p. 119
Diverse-Learner Strategies	p. 121
Developing Learners	p. 122
Advanced Learners	p. 124
English Learners	p. 126
Learners With Special Needs	p. 127
Action Options	p. 129
Changing Lessons for Student Success	p. 133
Lesson Template Design	p. 134
Basic Lesson	p. 135
Elementary Lesson	p. 141
Middle School Lesson	p. 142
High School Lesson	p. 143
Action Options	p. 144
Lesson Template	p. 146
Changing Units for Student Success	p. 147
Multimodal Curriculum Grid of Activities	p. 148
Multimodal Grid Examples	p. 153
Action Options	p. 154
Multimodal Curriculum Unit Template	p. 159
Multimodal Grid of Activities	p. 160
Next Steps	p. 163
Setting New Agendas	p. 164
Action Options	p. 166
Semester-Length Timeline for Differentiating Instruction	p. 169
School-Year-Length Timeline for Differentiating Instruction	p. 170
References and Resources	p. 171
Index	p. 179
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