Title: Differentiated Instruction
1Differentiated Instruction
- Massachusetts Reading First Plan and John Silber
Early Literacy Initiative - Advanced Seminar
- Dorothy S. Strickland, Ph. D.
- Rutgers, The State University of New Jersey
2Implementing and Responding to Intervention
- Three Tier Model
- Prevention model aimed to catch students early
before they fall behind - Safety net for struggling readers writers
- An alternative to the discrepancy (wait until
they fail) model
33 Tier Model
- Tier 1 Core Instruction
- All (100) students receive core instruction
- Tier 2 Supplemental Intervention
- At-Risk, Struggling Students (20-30)
- Tier 3 Intensive Intervention
- Students with persistent difficulties who are not
responding to Tier 1 and 2 (5-10)
4 Organizing for
Tier 1 a typical plan
- Instructional Leader Classroom Teacher
- 90 -110 minute literacy block
- - differentiation and progress monitoring
using core program - - whole group, small group, one-to-one
- - focus on key literacy components
5Organizing for Tier 2a typical plan
- Instructional Personnel may require specialized
instruction in addition to classroom teacher - Use of benchmark assessments and progress
monitoring twice monthly - 30 additional minutes of strategic reading
instruction daily in small group - Continued focus on key literacy components
- Specific skills/strategies targeted for teaching
monitoring - Skills/strategies reinforced from core reading
program - May use specialized intervention materials
-
6Organizing for Tier 3a typical plan
- Instructional Personnel requires specialized
instruction - Use of benchmark assessments and progress
monitoring (twice monthly or weekly) - Minimum of two additional 30 minutes of strategic
reading instruction daily in small group or
individualized instruction OR 90 mins. of
explicit instruction that supplants the core
program. - Skills reinforced from core reading program
- May use specialized intervention materials
- Continued focus on key literacy components
7Differentiating Literacy Instruction some
Evidence Based Areas of Focus for educators
- Scientifically-Based Reading Research (SBRR)
- Balancing instructional practices
- Organizing for Differentiation
- Scaffolded Instruction
- Responsible test preparation
8Scientifically-based Reading Research from
National Reading Panel Report
- Phonological/Phonemic Awareness
- Phonics
- Vocabulary Development
- Reading Comprehension
- Fluency
9Balancing instructional practices for
differentiation --- Areas of Contention
- Skills vs. Meaning Emphasis
- Explicit vs. Indirect Instruction
- Content vs. Process
- Trade books vs. Text books
- Informal Classroom Assessment vs.
- High Stakes Standardized Tests
10Organizing Planning for Differentiated
Instruction
- I. Teacher-Pupil Ratio II. Group Constituency
- Whole Group
Heterogeneous - Small Group Homogeneous
- One-to-one
- III. Specific Needs -
- English Language Learners
- Struggling Readers Writers Advanced
Learners
11Organizing Planning for Differentiated
Instruction
- IV. Materials and Modalities
- - Varied opportunities for reading and writing
- - Varied ways to achieve goals
- V. Intensity and Duration
- - depth of focus on a single skill or strategy
- - time commitment short term or long term
12Language Arts Block Grades 1-6, 90 Minutes
(approx.)
- Note Independent Reading Focused Writing
Instruction are scheduled separately - Strategies are reinforced through content
areas. - Whole Group
- (Approx. 25 35 minutes)
- Explicit Instruction Skills/Strategies
- Phonemic Awareness
- Phonics
- Comprehension
- Fluency
- Vocabulary
13Language Arts Block Grades 1-6 90 minutes
continued
- Small Group/One-to-One
- (Approx. 60 minutes)
- Follow-up to Whole Group
- Special Needs
- Small group teacher-led Reading instr.
- Literature Circles
- Teacher-Pupil Conferences
14Differentiating with structured Independent
Reading Time
- Independent Reading Time
- Minimum - 3X30 mins. per week
- 1. Brief Intro.
- 2. Silent Reading
- with personalized conferences
- 3. Selected Sharing
15Focused Writing InstructionReading-Writing
Connections
- Minimum 3 X 30 minutes per week
- Short-term focused lessons linked to a
- long- term writing effort and reading
- 1.Focus Lesson
- 2. Independent Writing with Teacher
Conferences - 3. Selected Sharing
16Ex. Differentiating with Texts in Theme-based
Instruction
- Themes may be content or literary
- and linked to reading and writing
- Whole group teacher choice
- Teacher reads aloud guides student response
- Small group negotiated choice -
- Students read and respond
- Teacher guides/monitors
- Individual student choice -
- Teacher monitors
17 Ex.
Differentiating with Scaffolded Instructionwhole
group - to small group - to individuals
- Instruction that involves
- Modeling and Demonstrating
- (as students watch)
- Guided Collaboration with students
- Monitoring and Assisting
- (as students work independently)
18Using Assessment to Differentiate Instruction
foster Responsible Test Preparation
- Apply data driven techniques with student work
samples (useful data) - Focus on underlying tasks required to
successfully complete test items - Teach to specific needs through existing
curriculum - Avoid mindless practice