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Personalizing Instruction for Diverse Learners A Practitioner's Perspective

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Title: Assessment Methodologies Used to Personalize Instruction for Diverse Learners: Evidence of Effectiveness A Practitioner's Perspective Author – PowerPoint PPT presentation

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Title: Personalizing Instruction for Diverse Learners A Practitioner's Perspective


1
Personalizing Instruction for Diverse
LearnersA Practitioner's Perspective
  • Dr. Robert Smith
  • Retired Superintendent of Schools
  • Milford Delaware

2
Roadblocks to Personalization
Curriculum and Assessment Toolbox
3
1996 Milford SD Roadblocks
  • Lowest revenues per student in Delaware
  • Lowest student performance in math/reading
  • Increasing student poverty and diversity
  • High student to staff ratio, overcrowded
    classrooms
  • Lacked right types of curriculum, assessments and
    technologies to support differentiation of
    instruction
  • Staff lacked knowledge, skills and training

4
The Milford Story
5
Developing A System Approach for Excellence - MSD
Personalized Learning
6
Assessment Data to InformPersonalizing Learning
  • Short-cycle assessment data
  • Actionable data
  • Frequent formative performance data
  • Problem solving with the data
  • Goal setting with the data
  • Relevant to addressing learning differences
  • Progress monitoring with the data
  • Easily accessible and usable
  • Evaluate and formulate next steps
  • Efficient and Cost Effective

7
Student Growth and Performance Data to Inform
Differentiated Instruction
  • STAR Reading and Math, 3-5 times per year
  • Measuring Growth and Performance
  • Placement in Appropriate Levels of Curriculum
  • Accelerated Reader, Accelerated Math, Weekly
  • Personalized Skill Practice and Development
  • Standards Master, 3-4 times per year
  • Identify specific learning gaps or weaknesses to
    regroup and remediate
  • Delaware State Assessments, Yearly

8
Emerging Tools and Technologies
  • 2011- STAR Enterprise (Math, Reading, Early
    Literacy)
  • More robust and slightly longer than the original
    STAR assessments (lt 20 minutes)
  • Skills focused and more precise in identifying
    student learning needs.
  • Ability to screen and help group students for
    personalized, focused instruction
  • Ability to identify skill and standards mastery
    and next steps for all types of learners

9
Tools for Differentiating Short-Cycle Formative
and Benchmark Assessments
10
How can I best target instruction? Instructional
Grouping
11
Tools for Differentiating Short-Cycle Formative
and Benchmark Assessments
12
Where can I find instructional resources for the
skills I need to teach? Learning Progressions
13
Tools for Differentiating Short-Cycle Formative
and Benchmark Assessments
INSTRUCTIONAL RECORD

Student Aug 29 Set growth goal with Mrs.
Smith Nov 1 Reviewed progress - AST
begins April 2 Began new math pilot
curriculum
14
Tools for Differentiating Short-Cycle Formative
and Benchmark Assessments
15
Tools for Differentiating Short-Cycle Formative
and Benchmark Assessments
16
Personalized Learning
  • Personalized practice is important to
    personalizing/differentiating learning.
  • AR Reading program that promoted and monitored
    reading based on ability and need.
  • AR Math program that assigned and monitored math
    practice based on ability and need.
  • Math Facts in a Flash
  • 80/20 Computer managed programs for assessment,
    assignment, tracking, and feedback

17
First Year Impact on Student Performance
READING WRITING
MATH
10
17
18
18
(No Transcript)
19
Personalized Learning
  • Student ownership and use of their data was
    essential to maximizing its effect size.
  • Students maintained data folders important for
    personal academic/behavioral goal setting and
    shared monitoring of progress.
  • Ongoing differentiation of instruction to help
    students meet their goals utilizing short cycle
    formative and benchmark assessment data.
  • Ongoing data conversations between students,
    teachers, and parents.

20
Student Data Notebooks - Goals
21
Student Data Notebooks Formative Data
22
Student Data Notebooks Summative Data
23
Concluding Remarks
  • Personalized learning requires a systems approach
    to overcome roadblocks and to provide the tools,
    time, and training necessary for success.
  • Student ownership of their data, personal goal
    setting, and self monitoring are all critical for
    personalized learning to succeed.
  • There are powerful new assessment tools and
    technologies to help both teachers and students
    make personalizing learning doable, effective,
    and efficient.

24
Thank You
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