A Concept Map for Responsive Teaching* for 21st Century Learning
(adapted from Leadership for DifferentiatingSchools and Classrooms, Tomlinson, 2000)
New Canaan Public Schools 2010
Quality “21st Century” Concept-based Curriculum
(Respect, Rigor, Relationships, Relevance)
Coherence , Consistency, Alignment
Responsive Teaching in theDifferentiated Classroom
A way of thinking about teaching and learning
A teacher’sintentionalresponse to learners’academic and SAPL**needs
Planning, guided by evidence based knowledge of learning and development research and general principles of differentiated and responsive instruction
Ongoing assessment Respectful tasks Purposeful, varied,tiered instructional arrangements
and research based strategies*
Through the range of structured management arrangements (Fisher and Frey, 2008)
Teacher
Focused Instruction .
Guided Instruction .
Collaborative Instruction .
Independent Instruction .
Student
And using varied, purposefully applied research based instructional strategies such as
The Marzano Essential 9 / Other examples / …- Identifying Similarities and Differences
- Summarizing and notetaking
- Reinforcing effort and providing recognition
- Varied homework and practice (ungraded)
- Nonlinguistic representation
- Cooperative Learning (by design)
- Setting objectives and providing feedback (student self management/assessment)
- Generating and testing hypotheses
- Cues, questions and advanced organizers
* Responsive Teaching for 21st Century Learning through
Responsive Teaching in the Differentiated Classroom
New Canaan Public Schools2009
In order that each student be provided with instruction that is engaging, personally challenging and affirming and which leads to continuous growth toward district standards and performance expectations, the administration and staff are committed to professional practice that is consistent with the following definition of responsive teaching:
Defining Responsive Teaching in the Differentiated Classroom*
Responsive teaching is a way of thinking about teaching and learning.
Responsive teaching in the differentiated classroom connects the learner and the content in meaningful, respectful and effective ways. It is grounded in the teacher’s understanding of and connection with each student.
A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based reflection drives purposeful instruction which leads to maximum individual growth toward high-level learning goals.
The responsive teacher designs and manages a learning environment that encourages positive relationships and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and celebrates successes.
The Four Components of Responsive Teaching Framework
Each component will be operationalized with specifics as to what each looks like in practice. These documents are in early development and models and drafts are included as appendices.
Professional Knowledge and Principles
Connecting with the Learner
Learning Environment
Cycle of Instruction
______
The district is grateful to the following professionals for their contribution to our thinking and this work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:
Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson
Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids, 2006, Tomlinson and McTighe
Suggested additional reading:
Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2008, Douglas Fisher and Nancy Frey
Productive Group Work, 2009, Douglas Fisher, Nancy Frey and Sandi Everlove
Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving Education for All Students (Executive Summary) ct.gov
January 2009 rev.
Feb/ 2010 rev.
**SAPEL Social, Academic, Personal and Emotional Learning- this represents and expanded understanding of social emotional learning in the context of school readiness and success. See district draft framework.
Responsive Teaching in the Differentiated Classroom
New Canaan Public Schools2008-09
In order that each student be provided with instruction that is engaging, personally challenging and affirming and which leads to continuous growth toward district standards and performance expectations, the administration and staff are committed to professional practice that is consistent with the following definition of responsive teaching:
Defining Responsive Teaching in the Differentiated Classroom*
Responsive teaching is a way of thinking about teaching and learning.
Responsive teaching in the differentiated classroom connects the learner and the content in meaningful, respectful and effective ways. It is grounded in the teacher’s understanding of and connection with each student.
A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based reflection drives purposeful instruction which leads to maximum individual growth toward high-level learning goals.
The responsive teacher designs and manages a learning environment that encourages positive relationships and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and celebrates successes.
The Four Components of Responsive Teaching Framework
Each component will be operationalized with specifics as to what each looks like in practice. These documents are in early development and models and drafts are included as appendices.
Professional Knowledge and Principles
Connecting with the Learner
Learning Environment
Cycle of Instruction
______
*The district is grateful to the following professionals for their contribution to our thinking and this work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:
Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson
Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids, 2006, Tomlinson and McTighe
Suggested additional reading:
Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2008, Douglas Fisher and Nancy Frey
Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving Education for All Students (Executive Summary) ct.gov
The following are core behaviors to listen and look for as we conduct shared observations/ learning walks. The selection of one or two indicators as observation focal points is recommended. The purpose of our current work is not to evaluate teachers but to gather evidence of overall practice across classrooms to inform our professional knowledge and to increase our shared understanding of best practice based on our district definition of Responsive Teaching.Four Domains of the Cycle of Instruction Dec. 11, 2008
A .On-going assessment
Assessment is responsive to the learner. It is ongoing along the diagnostic continuum, from feedback to goal-setting; it includes pre-assessment, formative assessment, summative assessment and teaches students to self assess and adjust.Assessments are multi-dimensional and of high quality.
There is evidence that the teacher:
- Utilizes current student and class performance data to plan and implement differentiated instruction.
- Uses multiple forms of assessment to determine a student ‘s learning profile and the extent and depth of student understanding and growth.
- Explicitly employs clear performance standards to guide instruction and focus feedback (task lists, rubrics, exemplars)
- Systematically records and analyzes student performance data that results from ongoing instruction (progress monitoring, formative assessment data collection.)
- Explicitly models metacognition and instructs students on self assessment techniques, including how to set and adjust personal learning goals and approaches
B. Intentional Planning for Instruction
Planning is anchored to the district curriculum and incorporates best practice. By design it connects the learner and the content in meaningful and responsive ways and results in ongoing learning for all students. .
There is evidence that planning is:
- Intentional and connects essential learning goals to student needs based on data.
- Designed to teach to high standards and is appropriately scaffolded for all students. (Plan up, teach up, work up.)
- Developmentally appropriate, responsive to students' learning profiles (ex. readiness, interest, gender, culture and language.)
- Appropriate in its selection and design of materials, instructional strategies, flexible groupings and protocols (scientifically research based.)
- The result of professional collaboration and includes input of other teachers and specialists.
4. Cycle of Instruction (cont.)
C. Implementation of Planned Instruction
Instruction is purposeful and maximizes student learning and growth towards high-level goals. It is responsive to the affective and cognitive needs of the learners and the class.
There is evidence that:
- Students are aware of the goals and purpose of the lesson (enduring understandings, learning principles and essential questions are explicit.)
- Tasks are respectful of all learners.
- The criteria for success is clear and appropriate
- Students are actively engaged (cognitively) in the learning process.
- Tasks are authentic, compelling and developmentally appropriate
- The sequence and organization of lesson elements lead students to learn.
- Routines and expectations that develop independent and responsible learners are explicitly taught and are evident in students’ behavior (gradual release of responsibility.)
- Questioning deepens student understanding; all students are engaged in critical and creative thinking as part of the lesson.
- Metacognition is modeled by the teacher and is evident in student discourse.
- Arecord-keeping system is used to monitor student progressthrough anecdotal notes and data.
- The teacher evaluates the effectiveness of instruction and adjusts appropriately.
D. Reflectionbased on results of instruction
Teachers continuously reflect on the impact of instruction with respect to student learning.
There is evidence that the teacher:
- Consistently engages in reflection about practice- both individually and in professional groups – and that reflection is used to inform "next steps" of instruction.
- Engages all students in reflecting on their progress and provides opportunities for setting personal learning goals.
*Much of this observation framework is adapted from works by Carol Ann Tomlinson. See citations above.
END of 2008-9 Design Team WorkNext set of documents working copies of full cycle
Beginning of Reference document from fall 2008 all four domains in draft
Model 1:The 4 Components of Responsive Teaching for the Differentiated Classroom Operationalized (adapted from C. Tomlinson) An example of what operationalized domains would look like.
1. Professional Knowledge and PrinciplesThe teacher is clear about what is essential in the subject matter; decision-making for students with respect to content is grounded in a deep understanding of the discipline.
-Curriculum is Curriculum is focused on high-
level understandings and high expectationsfor
all students.
-Teaching up . . . the teacher plans for the most capable students and then scaffolds to allow all to reach these standards.
-Tasks are respectful for all students.
-There is a balance of class needs and individual student needs.
-Assessment and instruction are inseparable.
-The teacher adjusts content, process, and product in response to students’ readiness, interest, and learning profile.
-Goals of the differentiated classroom lead to maximum individual growth and success.
-The classroom environment is a catalyst for learning; the classroom community, climate, and cultureare purposefully crafted and marked by structures and routines that support flexibility. / 2. Connecting with the Learner:
The teacher responds to the student’s needs for affirmation, contribution, power, purpose and challenge. They are at the core of teaching. Classrooms are places designed to forge democracy, dignity and diversity.
The teacher understands each student's interests, culture, readiness levels, and learning profile and uses this understanding in planning learning experiences for the class and the student. The teacher knows the student as ahuman being and learner.
-Ongoing observations of every student (social, emotional, and cognitive observations) are recorded as quantitative and qualitative student data - academic data, curriculum folders, interest surveys, etc. are maintained
Curriculum and instruction are the vehicles for responding to student needs, interests, and learning profile.
-Curriculum is clear about the essential understandings, concepts and skills of the discipline and expectations of students.
-Curriculum is engaging and allows students to find meaning and application in their work.It focuses on productsthat matter to students and seems real.
-Curriculum allows multiple points of entry for student depending on readiness levels.
-Instruction recognizes diversity in learning profiles and allows students to access curriculum through a variety of modes (visual, auditory, etc.) and in a variety of social groupings (pairs, small groups, peer-assisted, cooperative groups, etc.)
-Instruction invites collaboration with the teacher and fellow learners.
-Teacher welcomes student/family contributions as curriculum and instruction unfolds, with a clearlink to essential learning.
-Students are involved in setting their own learning goals and reflecting on their progress toward those goals.
Connections between teacher and student foster student willingness to take risks in the learning process(teacher agrees to form bond with student).
-Teacher makes a commitment to believe in and support the student, recognizing that learning is a life long endeavor with multiple pathways to success.
-Teacher demonstrates a growth mindset towards the learner.
-Teacher and student share responsibility for learning.
-Teacher praise and feedback to the student (comments on assignments, oral feedback/praise in the classroom, etc.)is specific, genuine, and growth-oriented.
Teacher reflects on their practice in order to maximize success for each student
3. Learning Environment:The classroom environment includes both physical and affective attributes that individually and cumulatively establish the tone or atmosphere in which teaching and learning will take place.
______
Communication: The environment explicitly supports respectful communication from teacher to student, student to student, and student to teacher.
-The teacher works with students to build a sense of community and agroup identity
-The teacher uses a variety of ways to get to know students better. The teacher connects with students on a personal level so that students will be invested in the classroom.
-The teacher shares his/her thinking about teaching, modeling metacognition and communicating and ethic of care about individuals.
-The teacher uses shorthand for quick communication among members of the class. This is not only efficient, but also builds the unique character of a class.
-The teacher uses multipleinstructional routines and strategies that foster classroom discourse about learning (think-pair-share, designated discussion groups, etc.) and reaches a variety of learners so all feel included.
Guidelines for Classroom Operation: Ground rules and norms are developed and agreed upon to ensure a classroom that supports maximum success for each of its learners.
-Routines that foster independence and which support flexible learning arrangements are explicitly taught and practiced.
-The teacher establishes clear guidelines on how the classroom willoperate. Students understand that fairness does not mean that everyone gets the same, but that everyone getswhat they need. Ground rules / classroom norms require student input and are anchored in respect, hard work, persistence and responsibility
-Activities, discussions and products call on students to think at high levels.
-Students clearly understand criteria for high-quality work.
Classroom Routines: Clear routinesfacilitate learning for a variety of learners with clear and predictable structures.
-Routines are designed to increase student autonomy and success
-Students benefit from classrooms that are both flexible and have clear, established routines.
-Teachers model routines explicitly for students.
Space, Time, and Materials: The classroom allows for the flexible use of space, time, and materials.
A variety of learning spacesis available for students to use in arange of groupings(desks/tables, rug/floor space, quiet spaces for independent work, large group work areas, small group spaces, etc.) / Learning Environment continued
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Support Systems: Teachers ensure that work undertaken by students is a bit beyond their reach and ensure the presence of support systems in the classroomthat guide the student to success. There are an infinite number of supports that teachers use to bridge the gap between the learner and the unfamiliar.
-Support systems can be teacher or peer.
-The teacher providesmultimedia and
manipulativesin the classroom (i.e. checklists,
rubrics, graphic organizers, word walls, models,
representations, etc.).
-The teacher usesmultiple instructional strategiesto
support students as they grapple with complex
problems, ideas and skills.
Shared Responsibility: There is a sense of shared ownership in the classroom, a sense that the classroom belongs to "us" collectively rather than "me" individually.(The teacher who focuses on community-building understands that teams don't just happen, they are built.)
-Varied Materials are accessible to all.
-Students take responsibility for setting goals and