Differentiation Differentiation and Small Group and Small Group Instruction Instruction
Jan 27, 2016
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)