DIFFERENTIATING INSTRUCTION

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DIFFERENTIATINGINSTRUCTION

• WHAT IT LOOKS LIKE AND HOW TO ASSESS THE STUDENTS

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Whats the first thing you do?

• Build a community
• Create rules as a group
• Allow the students to get to know each other so
  that they can respect each other
• Allow them time to get to know you
• How long should this take (2 weeks)

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Class Rules
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Create a atmosphere for learning
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ASSESSMENTS

• When initially deciding on how to differentiate
  instruction we must first have data the will us
  drive our instruction.
• This data is on-going and always changing, you
  must be able to assess and re-assess so that the
  student is receiving the maximum growth and the
  information provided is optimizing on their new
  potential (that potential the they acquire
  through-out the year)

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ASSESSMENTS

• There are a number of assessments that are
  available. In the Okaloosa County reading
  programs the following are currently being used
• FCAT SCORES
• GATES/MC GINITIE
• FLUENCY CHECKS
• BRI SCORES
• SRI

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SECONDARY READING PORTFOLIO
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SECONDARY READING PORTFOLIO
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SRI LEXILE SCORING

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FORM OF INFORMAL ASSESSMENT
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ANOTHER INFORMAL ASSESSEMENT
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HOW TO TRIANGULATE THE DATA

• COMPARE THE RESULTS OF THE TEST AND LOOK FOR
  AREAS OF NEED
• FIND SPECIFIC STRATEGIES THAT WILL SUPPORT THOSE
  AREAS. (I.E. GRAPHIC ORGANIZERS, JOURNAL WRITING,
  WORD WALLS, GAMES, TEST)
• CONTINUE TO RE-ASSESS USING ANEDOCTAL NOTES AND
  WEEKLY INFORMAL ONE-ON-ONE MEETINGS TO CELEBRATE
  SUCCESS AND SCAFFOLD DEVELOPMENTAL NEEDS.
• ALLOW THE STUDENTS TO KEEP TRACK OF THEIR PROCESS
  SO THAT THEY CAN TAKE OWNERSHIP IN THEIR
  PROGRESS. (REMEMBER ITS NOT ABOUT WHAT YOU TEACH
  BUT WHAT THEY LEARN AND HOW THEY GROW)

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AFTER THE ASSESSMENTS

• Divide the students into smaller groups with
  peers on their lexile level
• Use strategies that you can vary to fit the
  learning styles and comprehension level of the
  students in the group.(auditory, tactile, visual,
  kinesthetic)
• Allow paired activities where a student with a
  higher lexile is paired with a student with a
  lower lexile to support growth
• Provide introduction of new material as a whole
  group and then tailor it to individual abilities
  during small group
• Acknowledge the pace of learning for the whole
  group and small group to evaluate the
  effectiveness of the instruction and the
  material.
• Use stations they work and are fun for the
  students (esp. those with ADD, ADHD, etc)

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Grouping
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Whole Group
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Small Group
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Paired Grouping with Peers
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One-on-One Conferencing
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Independent Reading Group
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Read 180 Computer Stations
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Different strategies used in class
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Lexiled Independent Reading Books
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In Closing

• Make learning fun for you and the students
• Dont rush them through things and feel anxious
  that they are learning enough
• Continually assess the students and the tone of
  the class
• My Grandfather would always tell me growing up,
  If mommas not happy then no one is happy