differentiation that makes a difference small group differentiated instruction
TRANSCRIPT
DIFFERENTIATION THAT MAKES A DIFFERENCE
Small Group Differentiated Instruction
What is Differentiated Instruction?
Differentiated Instruction
Definition How I currently
differentiate
Examples Non-Examples
Why Differentiate with Small Group Instruction?
Meet developmental needs of students
Teach to student’s instructional level
Stretch student thinking
Opportunities for interaction
Essential Question
How can I effectively differentiate small group
instruction to meet the needs of all students?
Readiness Interests Learning profiles
Differentiation of Instruction
based on students’
Teachers can differentiate
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Differentiated Instruction isa teacher’s response to a learner’s needs
clearlearning goals
respectful tasks
flexible groupingpositive
lrng. environment
Content Process Product
guided by general principles of differentiation, such as
ongoing assessment &
adjustment
Literacy Translation
Students read books at different levels of complexity to access core content (content)
Engage in activities with different degrees of teacher and peer support in accomplishing their learning goals (process)
Complete different follow-up tasks as evidence of their achievement (product)
Consider the Content
HIGH LOW
Complex text ……………………………………………………………………… Simple, clear text
Short and longer text ………………………………………………………… Mostly short text
Mostly comprehension ………….. Balance comprehension with other literacy needs
Comprehension focus:
Mostly on discussion …………….……………. Mostly on basic construction of meaning and reinforcing skills and strategies
Consider the Process
HIGH LOW
More independent completion of reading ………………. Reading completed during group time
Brief review of a reading strategy …………….. Reteaching of a strategy that includes explaining and modeling
Little prompting needed to find evidence ……………………. More prompting needed
Read longer text chunks/self-monitor ...................…. Shorter text chunks to scaffold thinking
Less revisiting of text …………………………………………………….. More revisiting of text
Consider the Product
HIGH LOW
Do extensive independent reading of just-right books
Do written response independently ……………………..…….. Do written response with supports
Do other follow-up tasks independently ……….……… Do other follow-up tasks after thorough teacher explaining/modeling with progress monitoring
On-Level Readers
Content
Main selection from TreasuresSkills – Story Elements (characters) Compare/ContrastVocabulary – Frontload words students will need to think about Word Work – word sort- Adding –ion (create-creation)Fluency – Ongoing throughout week; students will read evidence aloud
Process
Process
Revisiting text (second reading)Review base words for word sort (demonstrate for students)Briefly discuss new vocabularyStudents will read chunks of text independently Model finding text evidence to support character traitsModel comparing characters using a Double Bubble
Product
Complete word sorts in literacy centersComplete Double Bubble Map (comparing two characters from story)
Below-Level Readers
Content
Shorter, less complex text (possibly below grade level)Skill – Story Elements (characters)Fluency- phrasing, chunking textWord Work – phonics skill - vowel consonant silent –e Comprehension – constructing meaning using retelling/summarizing
Process
Revisit text 3 different times; each time focusing on something differentExplicit & direct instruction of vowel consonant silent –e (white boards)Reinforce phonics skill in connected textExplicitly teach vocabulary prior to readingStudents will partner read text; teacher will lean in and listen Model finding text evidence to support character traitsPrompt and support students in finding evidence in textModel the process of how to complete a Bubble Map with supporting evidence (at least 3 character traits)
Product
Product
Do similar word work or word sorts at literacy centersComplete at least one more character trait on Bubble Map
Above-Level Readers
Content
Readers Theater (more complex, longer text)Skills – Story Elements (characters) Point of ViewGenre - mythologyVocabulary- Frontload words that may be new to this genreWord Work – word sort – Greek and Latin amounts (magni, min, equ, omni)
Fluency – Reading a script with prosodyDiscussion focus – How characters are perceived differently
Process
Students read text as a group before meetingDiscuss vocabulary students noticed as they were readingReview and discuss how knowing the Greek and Latin roots may have helped with meaningReview point of viewTeacher facilitates discussion focusing on characters and how others may perceive themTeacher explains directions for both Bubble Maps
Product
Students practice Readers Theater script and perform for peersComplete Bubble Maps independently
“Differentiated instructionis a way of thinking,
not a formula or recipe.”
Tomlinson and McTighe (2006), p.10.
Diner Menu – Small Group Differentiated Instruction
Appetizer (Everyone Shares)•Write your definition of differentiated instruction. Entrée (Select One)•Write 3 ways you currently differentiate instruction in you classroom.•Write 1 way you can change how you currently differentiate instruction.•Write the first name of a student who would benefit from differentiated instruction. Side Dishes (Select Two)•How would you rate yourself on how well you currently differentiate small group instruction? (Scale 1-10, 1 being the lowest)•Name one thing that you will take away from this presentation.•Add something new to your Circle Map.•Write one question you still have. Dessert (Optional)•Collaborate with your peers to gather new ideas for small group instruction.•Form new reading groups based on instructional level and need.