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Differentiated Instruction

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1. Differentiated Instruction. Massachusetts ... Prevention model aimed to catch students early before they fall behind ... Tier 3 Intensive Intervention ... – PowerPoint PPT presentation

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Title: Differentiated Instruction


1
Differentiated 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

2
Implementing 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

3
3 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

5
Organizing for Tier 2 a 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

6
Organizing for Tier 3 a 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

7
Differentiating 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

8
Scientifically-based Reading Research from
National Reading Panel Report
  • Phonological/Phonemic Awareness
  • Phonics
  • Vocabulary Development
  • Reading Comprehension
  • Fluency

9
Balancing 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

10
Organizing 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

11
Organizing 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

12
Language 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

13
Language 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

14
Differentiating 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

15
Focused Writing Instruction Reading-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

16
Ex. 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 Instruction whole
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)

18
Using 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
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