1. Building capacity, raising standards for all: design for differentiation. (2002, March 1). Retrieved March 28, 2002, from http://www.sricboces.org/Goals2000/This web site has many quality features that make it useful to a middle level educator. The site is the Design for Differentiation, which is geared toward improving middle level teachers' ability to differentiate project's online home. There are sections that deal with what a differentiated curriculum is, and a breakdown of the three-year plan they are working from for middle level educators that includes units, lessons, teacher feedback, and rubrics for assessment. Applications to the classroom include two sections focused on how to create lesson plans, and units, that are focused on a differentiated curriculum.
2. Differentiation in the grosse pointe public school system. (2001, September 13). Retrieved March 28, 2002, from http://www.gp.k12.mi.us/ci/diff/diffhome.htm
This is the website for the Grosse Point School System. There is a quality overview of what makes a differentiated curriculum. There is a link to resources, found under the link to "programming". The resource link has different resources for educators of all levels including middle level. The first paragraph of the start page of this site defines a differentiated curriculum. After the initial definition, the start page goes in depth about differentiated curriculum beginning with a breakdown of "What is Differentiation". Some applications to the middle level classroom mentioned are flexible grouping, creating learning strategies, and varied assessment.
3. Southern maine partnerships projects: middle level event highlights southern Maine partnership (2001, December 22). Retrieved March 15, 2002, from http://www.usm.maine.edu /smp/projects/highlights.html
In a Dine and Discuss Series for the Southern Maine Partnership, educators from the state of Maine generated ideas regarding differentiation in middle level schools. On September 25, 2001, October 24, 2001, and November 27, 2001, these educators brainstormed and discussed ideas on differentiation. Included in the discussions, educators offered ideas on critical thinking and assessment that they used in their middle level classrooms. In addition, the Southern Maine Partnership discussed the goals of differentiation as they applied to the Maine Learning Results which has been a growing concern among middle level educators.
Quality Information Checklist
http://www.quick.org.uk/ch4.htm
1. Is it clear who has written the information?
Although a single author was not listed, the website was produced by members of the Southern Maine Partnership. The website gives an address, telephone, fax, and e-mail address for the Southern Maine Partnership. In addition, the website lists the staff of the Southern Maine Partnership including the staff members' telephone numbers and e-mail addresses, as well as information on the school district members.
2. Are the aims of the site clear?
The site aims to communicate information on differentiation in middle schools as it was discussed during a Dine and Discuss Series for the Southern Maine Partnership. The website addresses the audience of educators in the state of Maine.
3. Did the site achieve its aims?
Yes, the site achieved its aims because it provides information on differentiation in the middle school which educators can access via the internet. I found this website by using www.google.com, and then scanning through the websites. This website was relatively easy to find, and as a future educator in Maine, the information effectively communicated the importance of differentiation in the middle school.
4. Is the website relevant to me?
Because it addresses differentiation in the Maine middle school setting, I find it relevant to my purpose of finding websites that address differentiation in middle schools. In addition, the website highlights the goals for differentiation as associated with the Maine Learning Results. As a future educator, this component is crucial because middle school curricula in Maine is based on the Maine Learning Results.
5. Can the information be checked?
In an attempt to cross-reference the website for the Southern Maine Partnership with other websites as well as the members with other websites, I was unable to do so because the Southern Maine Partnership and its members were not linked to other websites.
6. When was the site produced?
According to the bottom of the website, the website was produced on December 22, 2001.
7. Is the information biased?
The information is according to what middle level educators used in their classrooms. This information is biased because it is based on the teachers' opinions, and was not evaluated for validity or reliability.
4. Moon, T.A., Tomlinson, C.A. & Callahan, C.M. (2001, October 23,). Academic diversity in the middle school: results of a national survey of the middle school administrators and teachers. Retrieved March 15, 2002, from http://www.gifted.uconn.edu/moontoml.html
The National Research Center on the Gifted and Talented surveyed teachers and principals on the use of differentiation in middle schools. As a result of this study, researchers found that although educators agreed with the concept of differentiation, it was not always converted into practice. Most of the teachers and administrators surveyed, viewed middle school students as lower level thinkers, and these same educators did not provide a differentiated program within the classroom environment. Instead of using differentiated instruction, these educators used the one-size-fits all method for instruction. In addition, these educators saw the role of middle school as a social one rather than an academic one.
Quality Information Checklist
http://www.quick.org.uk/ch4.htm
1. Is it clear who has written the information?
The study was conducted by Tonya R. Moon, Carol A. Tomlinson, and Carol M. Callahan for the National Research Center on the Gifted and Talented.
2. Are the aims of the site clear?
The site aimed to study the use of differentiation in the middle school setting. Many educators in the study were not differentiating instruction in the classroom, they were using a one-size-fits-all method for instruction.
3. Did the site achieve its aims?
The site studied implementation of differentiation in the classroom, and found that differentiation was not practiced in the classroom.
4. Is the website relevant to me?
This website is relevant to me because it provides a different perspective on differentiation. Teachers in the study stated they supported the theory of differentiation; however, some educators do not practice in differentiating instruction for their students.
5. Can the information be checked?
By using http://www.profusion.com, I cross-referenced that authors for the study to see if they were credible. Carol Tomlinson writes for the Gifted Child Quarterly as does Carolyn M. Callahan. When I looked up Tonya R. Moon, I found the actual article referenced to her name.
6. When was the site produced?
I found the production date by using the Netscape Communicator, using the view menu, and clicking on page information. The site was produced on October 23, 2001.
7. Is the information biased?
The summary for the study indicates that the practices used in obtaining information were valid and reliable. The information produced by the study is biased because the majority of educators were not using differentiation, but the manner in which the study was conducted was not biased.
5. Holloway, J.H. (2000) Preparing teachers for differentiated instruction (Electronic version.) Educational Leadership, 58 (1). Retrieved March 14, 2002, from http://www.ascd.org/readingroom/edlead/0009/holloway.html
Holloway addresses why current practices in undergraduate teacher-education programs do not adequately prepare new teachers to differentiate instruction once they are in their own classroom. Holloway makes several recommendations as to what can be done to improve teacher-education programs and in-service training to encourage teachers to differentiate. Some of those recommendations are: "clear expectations for the novice's growth in student-centered, responsive instruction, clear models for differentiated curriculum and differentiated instruction in action, early partnerships with teachers who practice differentiation."
6. Berger, S.L. (1996, July10). Differentiating curriculum for gifted students. Eric EG Digest, #E510. Retrieved March 14, 2002 from http://www.kidsource.com/kidsource/content/diff_curriculum.html
Berger describes how to differentiate instruction in order to meet the needs of gifted students. Berger notes that "the unique characteristics of the students must serve as the basis for decisions on how the curriculum should be modified." Berger lists four ways in which the curriculum can be modified to help meet the needs of the gifted students. Berger acknowledges that developing a differentiated curriculum is challenging, but says that the rewards are worth the effort. Berger concludes with the seven guiding principles for curriculum differentiation developed by the curriculum committee of the Leadership Training Institute.
7. Tomlinson, C.A. (1995, October). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. Eric EG Digest, #E536. Retrieved March 14, 2002 from http://www.kidsource.com/kidsource /content/diff_instruction.html
Tomlinson writes about differentiation in the middle school classroom including why teachers should differentiate, what differentiation is and isn't, characteristics of a classroom with differentiation occurring, how to think about differentiating, and strategies to manage a classroom with differentiation. Tomlinson states that since middle level educators already know that students differ in their interests, readiness, and learning styles, no one teaching style can reach all students. Tomlinson discusses four characteristics that a differentiated classroom will exhibit. Tomlinson also discusses eight readiness-based adjustments that teachers can use to provide their students with a variety of different learning activities. Tomlinson concludes with a list of strategies for managing a differentiated middle school classroom.
8. Curriculum Differentiation. Farmer. (n.d.). Retrieved March 14, 2002 from http://ourworld.compuserve.com/ homepages/farmer/gftsccur.htm
This article is a compilation of ideas on tailoring education for individual students, through specific structuring of the students' environment and experiences in the classroom. Farmer divided the ideas into four main topics: Learning environment, Content Modification, Process Modification, and Product Modification. Each topic includes an explanation of what the aim is and a description of what is included in the explanation.
Turning Points 2000, Educating Adolescents in the 21st Century (Jackson & Davis, 2000) recommends that middle level students should be grouped heterogeneously with multiple interests, learning styles and levels of ability, and instruction should be differentiated to take advantage of diversity. Farmer provides an outline of procedures to achieve this goal.
Many of David Farmer's ideas are repeated in other publications. His list of references includes several credible education journals and periodicals.
9. Tomlinson, C. A. (1995). How to differentiate instruction in mixed ability classrooms. (Electronic version). Association for Supervision and Currriculum Development. http://www.ascd.org/readingroom/books/tomlin95book.html
This is the first few pages of a book by the same title. It starts out with an introduction on how students differ and why there is a need for differentiation in the classroom. It then explains what differentiated instruction is, and is followed by what differentiated instruction is not. The latter part is very helpful because it explains four kinds of misgivings many educators have about the idea of differentiation. The last part of this piece discusses the teacher's role in differentiating instruction in the classroom.
This We Believe...And Now We Must Act, a book published by the National Middle School Association (2001), states that middle school instruction should be geared toward the students' level of understanding and ability, students should be allowed to self-pace, there should be a variety of learning and teaching strategies, that critical thinking skills should be stressed, that there should be varying degrees of structure appropriate to student needs, and that students should be taught to take control of their own learning. Tomlinson supports and expands on these approaches.
Carol Ann Tomlinson is Assistant Professor of Educational Studies, Curry School of Education, Department of Educational Studies at the University of Virginia. She is also a well known author of books and articles for educational publications.
10. Chaika, G. (1998) Who Are the Gifted Children---and How Should Schools Handle Them? Education World. Retrieved March 14, 2002, from http://www.education-world.com/a_curr/curr101.shtml
This site has a reference article in which the author brings up the idea of gifted students not necessarily being gifted in all areas and sometimes in only one area. She discusses how different school districts identify their gifted students in a variety of ways. She also discusses conflicting ideas of how to best educate the gifted students. In most articles on differentiating instruction, there is a lot about the reasons behind this approach to teaching, but not much about how to identify the needs of particular students, or how to define the gifted student. This article tells of different ways schools decide who is gifted and presents differing points of view as to whether those students should be pulled out or taught differently within a a heterogeneous group.
The authors of Turning Points 2000, Educating Adolescents in the 21st Century (Jackson & Davis, 2000) say that many parents and educators of middle level students fear that some students in a heterogeneous classroom will be held back from achieving high levels of success. Chaika points out that most programs for gifted students have not been assessed for their effectiveness, and that these programs are the first to be cut from the budget. She presents a well balanced view of both sides of the issue.
This article is published on a website provided by a company whose purpose is to support parents and teachers. The company president has a Ph.D. in education and has spent nearly 20 years in the education field. The author does not seem to be attached to any special interest group and supports ideas which other authors of educational pieces also support. She makes references to publications in journals such as NEA Today and Education Week.
11. Curriculum Differentiation in Wilmette Public School District 39. (2002, February 14). Retrieved March 28, 2002 from http://www.wilmette. newtrier.k12.il.us/wilmette/CDpage/cd.html
This website is a look at curriculum differentiation in a school district. The best part of this site is the definition section where it incorporates many descriptions of differentiated curriculum from different people. The website has a few other sections ranging from a history of differentiated curriculum (both in the district and overall) to tools and ideas to implementation at all levels, including middle level classrooms. Each section has quality depth, is well organized, and is visually pleasing. There are lesson plans and links to other differentiated sites for lesson plans and units that could be easily implemented in middle school classrooms.
Created by: Students at the University of Maine at Farmington Carolyn Shorey: carolynshorey@hotmail.com Sarah Olmsted:omisj@hotmail.com
Becky Waugh:waughb42@aol.com