Differentiation

Differentiation and Differentiation and Small Group Small Group InstructionInstruction

Data-Based Decision Data-Based Decision MakingMaking

Planning the content of daily Planning the content of daily instruction based on frequent, instruction based on frequent, ongoing assessment dataongoing assessment data

Grouping and regrouping Grouping and regrouping students based on shared needs students based on shared needs observed from dataobserved from data

Matching Text to Matching Text to ReadersReaders

1.1. Instructional and independent Instructional and independent levels are based on an levels are based on an individual student’s reading individual student’s reading abilityability

2.2. What instructional and What instructional and independence for one student independence for one student may not be instructional or may not be instructional or independence for another independence for another student in the same classroomstudent in the same classroom

Why Differentiate Why Differentiate Instruction?Instruction?

The range of reading ability The range of reading ability in a typical classroom is in a typical classroom is about five years and is more about five years and is more academically diverse than academically diverse than anytime in history. anytime in history.

Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi, Nicholas, Robinson, & Grek, 2003Santi, Nicholas, Robinson, & Grek, 2003

Concept of Definition MapConcept of Definition MapNonexamples:What is it?

Differentiated Differentiated InstructionInstruction

Examples:

What is it like?

Concept of Concept of Definition MapDefinition Map

With your partner, write your own With your partner, write your own definition of differentiated instruction.definition of differentiated instruction.

Brainstorm examples of how a teacher Brainstorm examples of how a teacher might differentiated instruction.might differentiated instruction.

Brainstorm examples that do NOT Brainstorm examples that do NOT depict differentiated instruction.depict differentiated instruction.

Identify synonyms that describe what Identify synonyms that describe what differentiated instruction is like.differentiated instruction is like.

Concept of Definition MapConcept 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 isWhat isDifferentiated Instruction?Differentiated Instruction?

Varying instructions to meet Varying instructions to meet the needs of all students the needs of all students within the same classroomwithin the same classroom

Taking students where they Taking students where they are and moving them forwardare and moving them forward

Flexibly grouping and Flexibly grouping and regrouping students according regrouping students according to shared needs and abilitiesto shared needs and abilities

The Academic ContinuumThe 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 The most effective learning arrangements learning arrangements

increase academic increase academic engagement.engagement.

Effective Effective Classroom Classroom

Management Management FactorsFactors

Frequent Frequent monitoringmonitoring

Nonverbal signalsNonverbal signals Use of routinesUse of routines Models routines Models routines

firstfirst Frequent positive Frequent positive

interactions (4 to 1 interactions (4 to 1 ratio)ratio)

Reinforce student Reinforce student accomplishmentsaccomplishments

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 RoutinesEstablishing Routines

1.1. Rules for CentersRules for Centers Moving to centersMoving to centers Asking for helpAsking for help Being accountableBeing accountable

2.2. ActivitiesActivities Previously learnedPreviously learned Academically Academically

engagingengaging

Moving to CentersMoving to Centers

At the beginning of the year practice At the beginning of the year practice the routine of moving with the the routine of moving with the studentsstudents

Role play how to ask for helpRole play how to ask for help Three before meThree before me

Exit slipsExit slips Students complete a half sheet of paper Students complete a half sheet of paper

that contains a rubric for self-evaluationthat contains a rubric for self-evaluation Attach to completed workAttach to completed work

ActivitiesActivities

All activities should be previously All activities should be previously learnedlearned Use new words for word sortUse new words for word sort Extend word activities into writing Extend word activities into writing

activitiesactivities Academically engagingAcademically engaging

As much fun as cutting out boots and As much fun as cutting out boots and pasting on glitter might be to the pasting on glitter might be to the students, it is not instructionally relevant. students, it is not instructionally relevant.

Other GuidelinesOther GuidelinesMake literacy stations an important Make literacy stations an important

part of learning each day – part of learning each day – not not something to do when everything is something to do when everything is finishedfinished..

Have no more than two or three “work Have no more than two or three “work stations.”stations.”

Stations are always the same!!!!!!Stations are always the same!!!!!!Less is more!!!!!Less is more!!!!!Don’t have to be cute, just well thought Don’t have to be cute, just well thought

out.out.

Instructional DeliveryInstructional Delivery

Well organizedWell organized Task orientedTask oriented ExplicitExplicit Reduces practice of errorsReduces practice of errors Demonstration, guided Demonstration, guided

practice practice

with prompts, and feedbackwith prompts, and feedback

Instructional DeliveryInstructional Delivery

Classroom is well organized.Classroom is well organized. Desks are arranged so that all students Desks are arranged so that all students

are in the teacher's instructional zone.are in the teacher's instructional zone. Instruction is explicit (no guess work). Instruction is explicit (no guess work).

Students know what and why.Students know what and why. AllAll students are being engaged in students are being engaged in

instruction.instruction. No students are on the peripheral only No students are on the peripheral only

marginally participating.marginally participating. No students are sitting alone confused.No students are sitting alone confused. No student has been “ written off.”No student has been “ written off.”

Time MattersTime Matters

This means:This means: Allocating more time to reading Allocating more time to reading

is only a is only a first stepfirst step.. Carefully choosing instructional Carefully choosing instructional

materials and activities based on materials and activities based on what research suggests is most what research suggests is most effective.effective.

Reducing down time and related Reducing down time and related activities time. activities time.

Focus on AcademicsFocus on Academics

Engaged TimeEngaged Time Critical Factor Time students

actually spend performing an academic task

Students are sitting alone doing things they don’t understand

Increasing Increasing EngagementEngagement

Doesn’t have to be cute!

Unison responses Partner Activities Peer Tutoring Cooperative

Learning

Grouping PatternsGrouping 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 PracticesGrouping PracticesGroup 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 Daily Small Group LessonsLessons

Can include multiple tracks.Can include multiple tracks. Each track will be visited for only a Each track will be visited for only a

brief time.brief time. Amount of new information should Amount of new information should

be reduced.be reduced. Most of each lesson should be Most of each lesson should be

review and generalization.review and generalization.

The Differentiated The Differentiated ClassroomClassroom

Look forLook for:: Routines Routines How classrooms are arranged How classrooms are arranged

to facilitate differentiation to facilitate differentiation How teachers use many How teachers use many

techniques for increasing techniques for increasing academic engagement during academic engagement during both teacher directed and both teacher directed and student directed instructionstudent directed instruction  

Teacher-Directed Student-Directed

Gives Gives immediate immediate and and specific specific feedbackfeedback

Reteaches Reteaches as as necessarynecessary

Teaches Teaches

to masteryto mastery

Clear expectations Clear expectations for student for student behaviorbehavior

Clear academic Clear academic objectivesobjectives

Read, write, Read, write, discuss, and discuss, and practice critical practice critical skillsskills

Multiple and varied Multiple and varied opportunities to opportunities to practicepractice

InteractiveInteractive EngagingEngaging DifferentiatedDifferentiated

Read, write, Read, write, discuss, and discuss, and practice practice critical skills critical skills independentlindependentlyy

Accountable Accountable for their own for their own learninglearning

Grouping Grouping ArrangementsArrangements

Teacher-DirectedTeacher-Directed Whole groupWhole group Small groupSmall group

Same AbilitySame Ability Mixed AbilityMixed Ability

IndividualIndividual

Student-DirectedStudent-Directed Work stationsWork stations Peer activitiesPeer activities Collaborative Collaborative

groupsgroups Independent Independent

workwork

Increasing Academic Increasing Academic Engagement During Teacher-Engagement During Teacher-

Directed InstructionDirected Instruction

Increase every student’s Increase every student’s opportunity to respond to the opportunity to respond to the teacher.teacher.

Use techniques other than Use techniques other than calling on one student at time.calling on one student at time.

Techniques:Techniques:Check for UnderstandingCheck for Understanding

1.1. Everybody QuestionsEverybody Questions

2.2. Thumbs-Up, Thumbs-Thumbs-Up, Thumbs-DownDown

3.3. Use of White BoardsUse of White Boards

4.4. Response CardsResponse Cards

Academic Engagement Academic Engagement During Student-Directed During Student-Directed

InstructionInstruction

1.1. Work stationsWork stations

2.2. ComputersComputers

3.3. Peer-assisted learningPeer-assisted learning

4.4. Collaborative group Collaborative group routinesroutines

A work station is not always A work station is not always completed in a special location in completed in a special location in the room.the room.

Most stations can be completed at Most stations can be completed at students’ desks.students’ desks.

Some stations will need to be Some stations will need to be completed somewhere else in the completed somewhere else in the room. room.

Work StationsWork Stations

What about the students with What about the students with whom the teacher is not whom the teacher is not

working?working? Want to see lowest students getting “double Want to see lowest students getting “double

dose.”dose.” Instructional routines for the students who Instructional routines for the students who

are not being taught directly by the are not being taught directly by the teacher.teacher.

Every student knows routines.Every student knows routines. Objectives support other aspects of Objectives support other aspects of

instruction.instruction. Students are partnered.Students are partnered. Students are reading and discussing text Students are reading and discussing text

selection following specific routines.selection following specific routines. Should be active, but not a zoo!Should be active, but not a zoo!

Peer PartnersPeer Partners

All students in class are paired with All students in class are paired with peers.peers.

Partners should be different learner Partners should be different learner types.types. Those needing more intense reading Those needing more intense reading

instruction paired with typical readersinstruction paired with typical readers Typical readers paired with Typical readers paired with

advanced readersadvanced readers

Peer Pairing SchemePeer Pairing Scheme Rank-order your students in terms of Rank-order your students in terms of

readingreading skill. skill. Split them in half (more skilled half and less Split them in half (more skilled half and less

skilled half).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 SchemePeer Pairing Scheme

Pair the top-ranked student in the more Pair the top-ranked student in the more skilled half with the top-ranked student in skilled half with the top-ranked student in the less skilled half.the less skilled half.

Continue this process until all of your Continue this process until all of your students have partners. students have partners.

Consider individual needs and Consider individual needs and personalities. personalities.

1.1. Reassign partners every four to five Reassign partners every four to five weeks.weeks.

2.2. Do not change partners in response to Do not change partners in response to student requests or complaintsstudent requests or complaints

Other ImportantOther ImportantGuidelines for PairingsGuidelines for Pairings

Review of What We LearnedReview of What We Learned

In this section you learned:In this section you learned:1.1. how to plan differentiated instruction how to plan differentiated instruction

using student assessment data,using student assessment data,2.2. how to use flexible grouping how to use flexible grouping

arrangements,arrangements,3.3. techniques to increase academic techniques to increase academic

engagement during both teacher engagement during both teacher directed and student directed directed and student directed instruction,instruction,

4.4. how to arrange your classroom to how to arrange your classroom to facilitate differentiated instruction.facilitate differentiated instruction.

Reflections on Effective Differentiated Reflections on Effective Differentiated InstructionInstruction

Currently Do:Currently Do: New Techniques:New Techniques:

Pledge: I commit to implementing the following 2 new techniques in my classroom:_________________________________________________________________________________________________________________________________________________

Signature_____________________

Remember...Remember...

Most reading difficulties can be Most reading difficulties can be prevented.prevented.

To provide targeted student To provide targeted student instruction, student progress must be instruction, student progress must be assessed and evaluated continually.assessed and evaluated continually.

You are the best intervention strategy You are the best intervention strategy your students have.your students have.

(Snow, Burns, & Griffin, 1998)(Snow, Burns, & Griffin, 1998)