SlideShare une entreprise Scribd logo
1  sur  38
Télécharger pour lire hors ligne
Differentiation and Small
Group Instruction
Data-Based Decision Making
 Planning the content of daily instruction
based on frequent, ongoing assessment data
 Grouping and regrouping students based
on shared needs observed from data
Matching Text to Readers
1. Instructional and independent levels are
based on an individual student’s reading
ability
2. What instructional and independence
for one student may not be instructional
or independence for another student in
the same classroom
Why Differentiate Instruction?
The range of reading ability in a
typical classroom is about five years
and is more academically diverse
than anytime in history.
Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi,
Nicholas, Robinson, & Grek, 2003
Concept of Definition Map
Nonexamples:
What is it?
Differentiated
Instruction
Examples:
What is it like?
Concept of Definition
Map
 With your partner, write your own definition
of differentiated instruction.
 Brainstorm examples of how a teacher might
differentiated instruction.
 Brainstorm examples that do NOT depict
differentiated instruction.
 Identify synonyms that describe what
differentiated instruction is like.
Concept of Definition Map
What is it like?
Nonexamples:
What is it?
Differentiated
Instruction
Examples: Teaching students according
to their individual needs.
•Data-based instruction
•Individualized instruction
•Scaffolding
Teaching targeted
small groups
Flexible grouping
patterns
Using assessment
data to plan
instruction
Matching text level
to student ability
Independent
projects tailored to
student ability
Whole class
instruction
Small groups that
never change
(tracking)
All students reading
same text
Same independent
seatwork
assignments to
entire class
What is
Differentiated Instruction?
 Varying instructions to meet the needs
of all students within the same
classroom
 Taking students where they are and
moving them forward
 Flexibly grouping and regrouping
students according to shared needs and
abilities
The Academic Continuum
Advanced Readers • Read fluently and with expression
• Read independently
• Have advanced decoding skills
• Have good comprehension
Typical Readers • Read less fluently
• Developing independence
• Developing advanced decoding skills
• Developing strategies for comprehension
Struggling Readers • Read with labored fluency
• Have poor decoding skills
• Comprehension hindered by poor reading
The most effective learning
arrangements increase
academic engagement.
Effective Classroom
Management Factors
 Frequent monitoring
 Nonverbal signals
 Use of routines
 Models routines first
 Frequent positive
interactions (4 to 1 ratio)
 Reinforce student
accomplishments
Develop a Classroom Plan
for Differentiated Instruction
1. Routines are the key to sanity.
2. Arrangement of the classroom.
3. Time Allocation.
4. Scheduling.
Establishing Routines
1. Rules for Centers
 Moving to centers
 Asking for help
 Being accountable
2. Activities
 Previously learned
 Academically
engaging
Moving to Centers
 At the beginning of the year practice the routine
of moving with the students
 Role play how to ask for help
 Three before me
 Exit slips
 Students complete a half sheet of paper that contains
a rubric for self-evaluation
 Attach to completed work
Activities
 All activities should be previously learned
 Use new words for word sort
 Extend word activities into writing activities
 Academically engaging
 As much fun as cutting out boots and pasting on
glitter might be to the students, it is not
instructionally relevant.
Other Guidelines
Make literacy stations an important part of
learning each day – not something to do when
everything is finished.
Have no more than two or three “work
stations.”
Stations are always the same!!!!!!
Less is more!!!!!
Don’t have to be cute, just well thought out.
Instructional Delivery
 Well organized
 Task oriented
 Explicit
 Reduces practice of errors
 Demonstration, guided practice
with prompts, and feedback
Instructional Delivery
 Classroom is well organized.
 Desks are arranged so that all students are in
the teacher's instructional zone.
 Instruction is explicit (no guess work).
Students know what and why.
 All students are being engaged in instruction.
 No students are on the peripheral only
marginally participating.
 No students are sitting alone confused.
 No student has been “ written off.”
Time Matters
This means:
 Allocating more time to reading is only a
first step.
 Carefully choosing instructional materials
and activities based on what research
suggests is most effective.
 Reducing down time and related activities
time.
Focus on Academics
Engaged Time
 Critical Factor
 Time students actually
spend performing an
academic task
 Students are sitting
alone doing things they
don’t understand
Increasing Engagement
 Doesn’t have to be cute!
 Unison responses
 Partner Activities
 Peer Tutoring
 Cooperative Learning
Grouping Patterns
Teachers who get the best outcomes use
multiple grouping patterns to accommodate
student’s academic diversity.
 Whole Group
 Small Group
 Peer pairing
 Cooperative projects
Dependent on the the activity and student ability
Eye on increasing active engagement.
Grouping Practices
Group Instructional Focus Group Formation
Whole Group
 Preview new concepts
 Practice concepts not
mastered by
approximately 2/3 of
the class
 Review concepts
 All students in
class
Small Group
(same ability)
 Instruction targeted to
specific students’
needs
 3 to 6 students
 Based on
assessment data
Small Group
(mixed ability)
 Practice concepts
already introduced
 Based on students’
abilities or interests
Pairs/Partners
 Practice concepts
already introduced
 Based on
assessment data
Intervention
Group
 Instruction targeted to
specific students’
needs
 Based on
assessment data
Daily Small Group Lessons
 Can include multiple tracks.
 Each track will be visited for only a brief time.
 Amount of new information should be
reduced.
 Most of each lesson should be review and
generalization.
The Differentiated Classroom
Look for:
 Routines
 How classrooms are arranged to
facilitate differentiation
 How teachers use many techniques for
increasing academic engagement during
both teacher directed and student
directed instruction
Teacher-Directed Student-Directed
 Gives
immediate
and specific
feedback
 Reteaches as
necessary
 Teaches to
mastery
 Clear expectations for
student behavior
 Clear academic objectives
 Read, write, discuss, and
practice critical skills
 Multiple and varied
opportunities to practice
 Interactive
 Engaging
 Differentiated
 Read, write,
discuss, and
practice critical
skills
independently
 Accountable for
their own
learning
Grouping Arrangements
Teacher-Directed
 Whole group
 Small group
 Same Ability
 Mixed Ability
 Individual
Student-Directed
 Work stations
 Peer activities
 Collaborative groups
 Independent work
Increasing Academic Engagement
During Teacher-Directed Instruction
 Increase every student’s opportunity to
respond to the teacher.
 Use techniques other than calling on one
student at time.
Techniques:
Check for Understanding
1. Everybody Questions
2. Thumbs-Up, Thumbs-Down
3. Use of White Boards
4. Response Cards
Academic Engagement During
Student-Directed Instruction
1. Work stations
2. Computers
3. Peer-assisted learning
4. Collaborative group routines
 A work station is not always completed in a
special location in the room.
 Most stations can be completed at students’
desks.
 Some stations will need to be completed
somewhere else in the room.
Work Stations
What about the students with whom the
teacher is not working?
 Want to see lowest students getting “double dose.”
 Instructional routines for the students who are not
being taught directly by the teacher.
 Every student knows routines.
 Objectives support other aspects of instruction.
 Students are partnered.
 Students are reading and discussing text selection
following specific routines.
 Should be active, but not a zoo!
Peer Partners
 All students in class are paired with
peers.
 Partners should be different learner
types.
 Those needing more intense reading
instruction paired with typical readers
 Typical readers paired with
advanced readers
Peer Pairing Scheme
 Rank-order your students in terms of
reading skill.
 Split them in half (more skilled half and less
skilled half).
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 21
Student 23
Student 24
Peer Pairing Scheme
 Pair the top-ranked student in the more
skilled half with the top-ranked student in
the less skilled half.
 Continue this process until all of your
students have partners.
 Consider individual needs and
personalities.
1. Reassign partners every four to five
weeks.
2. Do not change partners in response to
student requests or complaints
Other Important
Guidelines for Pairings
Review of What We Learned
In this section you learned:
1. how to plan differentiated instruction using
student assessment data,
2. how to use flexible grouping arrangements,
3. techniques to increase academic
engagement during both teacher directed
and student directed instruction,
4. how to arrange your classroom to facilitate
differentiated instruction.
Reflections on Effective Differentiated Instruction
Currently Do: New Techniques:
Pledge: I commit to implementing the following 2 new techniques in my
classroom:____________________________________________________________________
_____________________________________________________________________________
Signature_____________________
Remember...
 Most reading difficulties can be prevented.
 To provide targeted student instruction,
student progress must be assessed and
evaluated continually.
 You are the best intervention strategy your
students have.
(Snow, Burns, & Griffin, 1998)

Contenu connexe

Tendances

Problem based-learning
Problem based-learningProblem based-learning
Problem based-learningShafqat Wattoo
 
Copm study of teaching strategies by pu. & uoe teachers
Copm study of teaching strategies by pu. & uoe teachersCopm study of teaching strategies by pu. & uoe teachers
Copm study of teaching strategies by pu. & uoe teachersSid Shafee
 
Teacher centered instructional methodsstrategies
Teacher centered instructional methodsstrategiesTeacher centered instructional methodsstrategies
Teacher centered instructional methodsstrategiesMuhammad salman
 
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
 
Childcentered teaching and interactive teaching methods for a better and effe...
Childcentered teaching and interactive teaching methods for a better and effe...Childcentered teaching and interactive teaching methods for a better and effe...
Childcentered teaching and interactive teaching methods for a better and effe...Ester Shehu
 
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...UNIVERSIDAD MAGISTER (Sitio Oficial)
 
Factors and Principles in Choosing Teaching Method
Factors and Principles in Choosing Teaching MethodFactors and Principles in Choosing Teaching Method
Factors and Principles in Choosing Teaching MethodChristian LS
 
Teaching Strategies and Methodologies for Teaching and Learning
Teaching Strategies and Methodologies for Teaching and LearningTeaching Strategies and Methodologies for Teaching and Learning
Teaching Strategies and Methodologies for Teaching and LearningMG M
 
overview of structure in cooperative learning
overview of structure in cooperative learningoverview of structure in cooperative learning
overview of structure in cooperative learningMinabelle Starr
 
edd581_r2_actionresearchproposaltemplateshirleens%2B2
edd581_r2_actionresearchproposaltemplateshirleens%2B2edd581_r2_actionresearchproposaltemplateshirleens%2B2
edd581_r2_actionresearchproposaltemplateshirleens%2B2Shirleen Schofield
 
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana KhanEffect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana KhanPakistan
 
Classroom management for Language Assistants
Classroom management for Language AssistantsClassroom management for Language Assistants
Classroom management for Language AssistantsMaria Cao Fernandez
 
Learning strategies
Learning strategiesLearning strategies
Learning strategiesWenlie Jean
 
Student Centered Assessment
Student Centered AssessmentStudent Centered Assessment
Student Centered Assessmentjoanne chesley
 
Teaching Learning Strategies
Teaching Learning StrategiesTeaching Learning Strategies
Teaching Learning Strategiespragya pandey
 
Active learning startegies 2
Active learning startegies   2Active learning startegies   2
Active learning startegies 2Dr.Shazia Zamir
 

Tendances (20)

Problem based-learning
Problem based-learningProblem based-learning
Problem based-learning
 
Copm study of teaching strategies by pu. & uoe teachers
Copm study of teaching strategies by pu. & uoe teachersCopm study of teaching strategies by pu. & uoe teachers
Copm study of teaching strategies by pu. & uoe teachers
 
Teacher centered instructional methodsstrategies
Teacher centered instructional methodsstrategiesTeacher centered instructional methodsstrategies
Teacher centered instructional methodsstrategies
 
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...
 
The variety of teaching method
The variety of teaching methodThe variety of teaching method
The variety of teaching method
 
Strategies in Differentiated Instruction
Strategies in Differentiated InstructionStrategies in Differentiated Instruction
Strategies in Differentiated Instruction
 
Childcentered teaching and interactive teaching methods for a better and effe...
Childcentered teaching and interactive teaching methods for a better and effe...Childcentered teaching and interactive teaching methods for a better and effe...
Childcentered teaching and interactive teaching methods for a better and effe...
 
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
 
Factors and Principles in Choosing Teaching Method
Factors and Principles in Choosing Teaching MethodFactors and Principles in Choosing Teaching Method
Factors and Principles in Choosing Teaching Method
 
Teaching Strategies and Methodologies for Teaching and Learning
Teaching Strategies and Methodologies for Teaching and LearningTeaching Strategies and Methodologies for Teaching and Learning
Teaching Strategies and Methodologies for Teaching and Learning
 
overview of structure in cooperative learning
overview of structure in cooperative learningoverview of structure in cooperative learning
overview of structure in cooperative learning
 
edd581_r2_actionresearchproposaltemplateshirleens%2B2
edd581_r2_actionresearchproposaltemplateshirleens%2B2edd581_r2_actionresearchproposaltemplateshirleens%2B2
edd581_r2_actionresearchproposaltemplateshirleens%2B2
 
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana KhanEffect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan
 
Classroom management for Language Assistants
Classroom management for Language AssistantsClassroom management for Language Assistants
Classroom management for Language Assistants
 
Learning strategies
Learning strategiesLearning strategies
Learning strategies
 
Student Centered Assessment
Student Centered AssessmentStudent Centered Assessment
Student Centered Assessment
 
Teaching Learning Strategies
Teaching Learning StrategiesTeaching Learning Strategies
Teaching Learning Strategies
 
Teaching methods
Teaching methodsTeaching methods
Teaching methods
 
Teaching strategies
Teaching strategiesTeaching strategies
Teaching strategies
 
Active learning startegies 2
Active learning startegies   2Active learning startegies   2
Active learning startegies 2
 

En vedette

Differentiated instruction.summer workshop.2015
Differentiated instruction.summer workshop.2015Differentiated instruction.summer workshop.2015
Differentiated instruction.summer workshop.2015Jeremy
 
Differentiation slogans
Differentiation slogansDifferentiation slogans
Differentiation slogansKaren Finter
 
Customizing student learning activities
Customizing student learning activities Customizing student learning activities
Customizing student learning activities mattglover0
 
Differentiation intro
Differentiation introDifferentiation intro
Differentiation introErin Waltman
 
The 5 W's of Differentiation
The 5 W's of DifferentiationThe 5 W's of Differentiation
The 5 W's of DifferentiationDawn Nachtigall
 
Beyond the Basics: Differentiation Strategies for Online Information Literacy...
Beyond the Basics: Differentiation Strategies for Online Information Literacy...Beyond the Basics: Differentiation Strategies for Online Information Literacy...
Beyond the Basics: Differentiation Strategies for Online Information Literacy...bwest2
 
Implementing Differentiated Instruction Presentation
Implementing Differentiated Instruction   PresentationImplementing Differentiated Instruction   Presentation
Implementing Differentiated Instruction PresentationJennifer Carolan
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instructionanjgulf
 

En vedette (9)

Differentiated instruction.summer workshop.2015
Differentiated instruction.summer workshop.2015Differentiated instruction.summer workshop.2015
Differentiated instruction.summer workshop.2015
 
Differentiation slogans
Differentiation slogansDifferentiation slogans
Differentiation slogans
 
Customizing student learning activities
Customizing student learning activities Customizing student learning activities
Customizing student learning activities
 
Final project
Final projectFinal project
Final project
 
Differentiation intro
Differentiation introDifferentiation intro
Differentiation intro
 
The 5 W's of Differentiation
The 5 W's of DifferentiationThe 5 W's of Differentiation
The 5 W's of Differentiation
 
Beyond the Basics: Differentiation Strategies for Online Information Literacy...
Beyond the Basics: Differentiation Strategies for Online Information Literacy...Beyond the Basics: Differentiation Strategies for Online Information Literacy...
Beyond the Basics: Differentiation Strategies for Online Information Literacy...
 
Implementing Differentiated Instruction Presentation
Implementing Differentiated Instruction   PresentationImplementing Differentiated Instruction   Presentation
Implementing Differentiated Instruction Presentation
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instruction
 

Similaire à Differentiation

Di bedford hs 2010
Di  bedford hs 2010Di  bedford hs 2010
Di bedford hs 2010johndiehl
 
Differentiated Instruction.pptx
Differentiated Instruction.pptxDifferentiated Instruction.pptx
Differentiated Instruction.pptxSunil Pradhan
 
Cooperative learning teaching method
Cooperative learning teaching methodCooperative learning teaching method
Cooperative learning teaching methodMonique Pringle
 
5 examples of interactive teaching styles
5 examples of interactive teaching styles5 examples of interactive teaching styles
5 examples of interactive teaching stylesAdam M Smith
 
Differentiated Learning.pptx
Differentiated Learning.pptxDifferentiated Learning.pptx
Differentiated Learning.pptxLowelaJoyAndarza
 
Assistat professor interview questions in eng. colleges
Assistat professor interview questions in eng. collegesAssistat professor interview questions in eng. colleges
Assistat professor interview questions in eng. collegesreddyprasad reddyvari
 
Inclusive education ppt.pptx
Inclusive education ppt.pptxInclusive education ppt.pptx
Inclusive education ppt.pptxRajArya34
 
English Language Teacher Professional Development
English Language Teacher Professional DevelopmentEnglish Language Teacher Professional Development
English Language Teacher Professional DevelopmentDipendra Rawal
 
Interaction in the second language classroom
Interaction in the second language classroomInteraction in the second language classroom
Interaction in the second language classroomSuadaSuliman
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated InstructionHardevi
 
Georgia active engagement_strategies
Georgia active engagement_strategiesGeorgia active engagement_strategies
Georgia active engagement_strategiesmarcanio
 
Differentiated Instruction (1).pptx
Differentiated Instruction (1).pptxDifferentiated Instruction (1).pptx
Differentiated Instruction (1).pptxMuqadsaBatool
 
What makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEWhat makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEDavid Drake
 
Managing Small Groups
Managing Small GroupsManaging Small Groups
Managing Small Groupslanhamh
 
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt Faye Brownlie
 
Directed note taking
Directed note takingDirected note taking
Directed note takingsarsh81
 

Similaire à Differentiation (20)

Di bedford hs 2010
Di  bedford hs 2010Di  bedford hs 2010
Di bedford hs 2010
 
Differentiated Instruction.pptx
Differentiated Instruction.pptxDifferentiated Instruction.pptx
Differentiated Instruction.pptx
 
Cooperative learning teaching method
Cooperative learning teaching methodCooperative learning teaching method
Cooperative learning teaching method
 
Higher Education - A Survival Guide
Higher Education - A Survival GuideHigher Education - A Survival Guide
Higher Education - A Survival Guide
 
5 examples of interactive teaching styles
5 examples of interactive teaching styles5 examples of interactive teaching styles
5 examples of interactive teaching styles
 
Differentiation pd 8.17.2011
Differentiation pd 8.17.2011Differentiation pd 8.17.2011
Differentiation pd 8.17.2011
 
Differentiated Learning.pptx
Differentiated Learning.pptxDifferentiated Learning.pptx
Differentiated Learning.pptx
 
Assistat professor interview questions in eng. colleges
Assistat professor interview questions in eng. collegesAssistat professor interview questions in eng. colleges
Assistat professor interview questions in eng. colleges
 
Learner centered teaching
Learner centered teachingLearner centered teaching
Learner centered teaching
 
Inclusive education ppt.pptx
Inclusive education ppt.pptxInclusive education ppt.pptx
Inclusive education ppt.pptx
 
English Language Teacher Professional Development
English Language Teacher Professional DevelopmentEnglish Language Teacher Professional Development
English Language Teacher Professional Development
 
Interaction in the second language classroom
Interaction in the second language classroomInteraction in the second language classroom
Interaction in the second language classroom
 
Classroom Management
Classroom ManagementClassroom Management
Classroom Management
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated Instruction
 
Georgia active engagement_strategies
Georgia active engagement_strategiesGeorgia active engagement_strategies
Georgia active engagement_strategies
 
Differentiated Instruction (1).pptx
Differentiated Instruction (1).pptxDifferentiated Instruction (1).pptx
Differentiated Instruction (1).pptx
 
What makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEWhat makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATE
 
Managing Small Groups
Managing Small GroupsManaging Small Groups
Managing Small Groups
 
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
 
Directed note taking
Directed note takingDirected note taking
Directed note taking
 

Dernier

Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 

Dernier (20)

Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 

Differentiation

  • 2. Data-Based Decision Making  Planning the content of daily instruction based on frequent, ongoing assessment data  Grouping and regrouping students based on shared needs observed from data
  • 3. Matching Text to Readers 1. Instructional and independent levels are based on an individual student’s reading ability 2. What instructional and independence for one student may not be instructional or independence for another student in the same classroom
  • 4. Why Differentiate Instruction? The range of reading ability in a typical classroom is about five years and is more academically diverse than anytime in history. Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi, Nicholas, Robinson, & Grek, 2003
  • 5. Concept of Definition Map Nonexamples: What is it? Differentiated Instruction Examples: What is it like?
  • 6. Concept of Definition Map  With your partner, write your own definition of differentiated instruction.  Brainstorm examples of how a teacher might differentiated instruction.  Brainstorm examples that do NOT depict differentiated instruction.  Identify synonyms that describe what differentiated instruction is like.
  • 7. Concept of Definition Map What is it like? Nonexamples: What is it? Differentiated Instruction Examples: Teaching students according to their individual needs. •Data-based instruction •Individualized instruction •Scaffolding Teaching targeted small groups Flexible grouping patterns Using assessment data to plan instruction Matching text level to student ability Independent projects tailored to student ability Whole class instruction Small groups that never change (tracking) All students reading same text Same independent seatwork assignments to entire class
  • 8. What is Differentiated Instruction?  Varying instructions to meet the needs of all students within the same classroom  Taking students where they are and moving them forward  Flexibly grouping and regrouping students according to shared needs and abilities
  • 9. The Academic Continuum Advanced Readers • Read fluently and with expression • Read independently • Have advanced decoding skills • Have good comprehension Typical Readers • Read less fluently • Developing independence • Developing advanced decoding skills • Developing strategies for comprehension Struggling Readers • Read with labored fluency • Have poor decoding skills • Comprehension hindered by poor reading
  • 10. The most effective learning arrangements increase academic engagement.
  • 11. Effective Classroom Management Factors  Frequent monitoring  Nonverbal signals  Use of routines  Models routines first  Frequent positive interactions (4 to 1 ratio)  Reinforce student accomplishments
  • 12. Develop a Classroom Plan for Differentiated Instruction 1. Routines are the key to sanity. 2. Arrangement of the classroom. 3. Time Allocation. 4. Scheduling.
  • 13. Establishing Routines 1. Rules for Centers  Moving to centers  Asking for help  Being accountable 2. Activities  Previously learned  Academically engaging
  • 14. Moving to Centers  At the beginning of the year practice the routine of moving with the students  Role play how to ask for help  Three before me  Exit slips  Students complete a half sheet of paper that contains a rubric for self-evaluation  Attach to completed work
  • 15. Activities  All activities should be previously learned  Use new words for word sort  Extend word activities into writing activities  Academically engaging  As much fun as cutting out boots and pasting on glitter might be to the students, it is not instructionally relevant.
  • 16. Other Guidelines Make literacy stations an important part of learning each day – not something to do when everything is finished. Have no more than two or three “work stations.” Stations are always the same!!!!!! Less is more!!!!! Don’t have to be cute, just well thought out.
  • 17. Instructional Delivery  Well organized  Task oriented  Explicit  Reduces practice of errors  Demonstration, guided practice with prompts, and feedback
  • 18. Instructional Delivery  Classroom is well organized.  Desks are arranged so that all students are in the teacher's instructional zone.  Instruction is explicit (no guess work). Students know what and why.  All students are being engaged in instruction.  No students are on the peripheral only marginally participating.  No students are sitting alone confused.  No student has been “ written off.”
  • 19. Time Matters This means:  Allocating more time to reading is only a first step.  Carefully choosing instructional materials and activities based on what research suggests is most effective.  Reducing down time and related activities time.
  • 20. Focus on Academics Engaged Time  Critical Factor  Time students actually spend performing an academic task  Students are sitting alone doing things they don’t understand Increasing Engagement  Doesn’t have to be cute!  Unison responses  Partner Activities  Peer Tutoring  Cooperative Learning
  • 21. Grouping Patterns Teachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity.  Whole Group  Small Group  Peer pairing  Cooperative projects Dependent on the the activity and student ability Eye on increasing active engagement.
  • 22. Grouping Practices Group Instructional Focus Group Formation Whole Group  Preview new concepts  Practice concepts not mastered by approximately 2/3 of the class  Review concepts  All students in class Small Group (same ability)  Instruction targeted to specific students’ needs  3 to 6 students  Based on assessment data Small Group (mixed ability)  Practice concepts already introduced  Based on students’ abilities or interests Pairs/Partners  Practice concepts already introduced  Based on assessment data Intervention Group  Instruction targeted to specific students’ needs  Based on assessment data
  • 23. Daily Small Group Lessons  Can include multiple tracks.  Each track will be visited for only a brief time.  Amount of new information should be reduced.  Most of each lesson should be review and generalization.
  • 24. The Differentiated Classroom Look for:  Routines  How classrooms are arranged to facilitate differentiation  How teachers use many techniques for increasing academic engagement during both teacher directed and student directed instruction
  • 25. Teacher-Directed Student-Directed  Gives immediate and specific feedback  Reteaches as necessary  Teaches to mastery  Clear expectations for student behavior  Clear academic objectives  Read, write, discuss, and practice critical skills  Multiple and varied opportunities to practice  Interactive  Engaging  Differentiated  Read, write, discuss, and practice critical skills independently  Accountable for their own learning
  • 26. Grouping Arrangements Teacher-Directed  Whole group  Small group  Same Ability  Mixed Ability  Individual Student-Directed  Work stations  Peer activities  Collaborative groups  Independent work
  • 27. Increasing Academic Engagement During Teacher-Directed Instruction  Increase every student’s opportunity to respond to the teacher.  Use techniques other than calling on one student at time.
  • 28. Techniques: Check for Understanding 1. Everybody Questions 2. Thumbs-Up, Thumbs-Down 3. Use of White Boards 4. Response Cards
  • 29. Academic Engagement During Student-Directed Instruction 1. Work stations 2. Computers 3. Peer-assisted learning 4. Collaborative group routines
  • 30.  A work station is not always completed in a special location in the room.  Most stations can be completed at students’ desks.  Some stations will need to be completed somewhere else in the room. Work Stations
  • 31. What about the students with whom the teacher is not working?  Want to see lowest students getting “double dose.”  Instructional routines for the students who are not being taught directly by the teacher.  Every student knows routines.  Objectives support other aspects of instruction.  Students are partnered.  Students are reading and discussing text selection following specific routines.  Should be active, but not a zoo!
  • 32. Peer Partners  All students in class are paired with peers.  Partners should be different learner types.  Those needing more intense reading instruction paired with typical readers  Typical readers paired with advanced readers
  • 33. Peer Pairing Scheme  Rank-order your students in terms of reading skill.  Split them in half (more skilled half and less skilled half). Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 21 Student 23 Student 24
  • 34. Peer Pairing Scheme  Pair the top-ranked student in the more skilled half with the top-ranked student in the less skilled half.  Continue this process until all of your students have partners.  Consider individual needs and personalities.
  • 35. 1. Reassign partners every four to five weeks. 2. Do not change partners in response to student requests or complaints Other Important Guidelines for Pairings
  • 36. Review of What We Learned In this section you learned: 1. how to plan differentiated instruction using student assessment data, 2. how to use flexible grouping arrangements, 3. techniques to increase academic engagement during both teacher directed and student directed instruction, 4. how to arrange your classroom to facilitate differentiated instruction.
  • 37. Reflections on Effective Differentiated Instruction Currently Do: New Techniques: Pledge: I commit to implementing the following 2 new techniques in my classroom:____________________________________________________________________ _____________________________________________________________________________ Signature_____________________
  • 38. Remember...  Most reading difficulties can be prevented.  To provide targeted student instruction, student progress must be assessed and evaluated continually.  You are the best intervention strategy your students have. (Snow, Burns, & Griffin, 1998)