Transcript Differentiated Instruction PowerPoint Presentation by

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
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Implementing and Responding to
Intervention
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Three Tier Model
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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
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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%)
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Organizing for Tier 1 –
a typical plan
Instructional Leader – Classroom
Teacher
90 -110 minute literacy block
- differentiation and progress
monitoring using core program
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whole group, small group, one-to-one
focus on key literacy “components”
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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
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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
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Organizing for Tier 3
a typical plan
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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”
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Differentiating Literacy Instruction
some Evidence Based Areas of Focus for educators
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Scientifically-Based Reading
Research (SBRR)
Balancing instructional practices
Organizing for Differentiation
Scaffolded Instruction
Responsible test preparation
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Scientifically-based Reading Research
from National Reading Panel Report
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Phonological/Phonemic
Awareness
Phonics
Vocabulary Development
Reading Comprehension
Fluency
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Balancing instructional practices for differentiation -- Areas of Contention
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Skills vs. Meaning Emphasis
Explicit vs. Indirect Instruction
Content vs. Process
Trade books vs. Text books
Informal Classroom Assessment
vs.
High Stakes Standardized Tests
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Organizing & Planning for
Differentiated Instruction
I. Teacher-Pupil Ratio
Whole Group
Small Group
One-to-one
II. Group Constituency
Heterogeneous
Homogeneous
III. Specific Needs English Language Learners
Struggling Readers & Writers
Advanced Learners
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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
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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
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Language Arts Block Grades 1-6
90+ minutes continued
Small Group/One-to-One
(Approx. 60 minutes)
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Follow-up to Whole Group
Special Needs
Small group teacher-led Reading instr.
Literature Circles
Teacher-Pupil Conferences
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Differentiating with “structured”
Independent Reading Time
Independent Reading Time
 Minimum - 3X30 mins. per week
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1. Brief Intro.
2. Silent Reading
with personalized conferences
3. Selected Sharing
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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
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1.Focus Lesson
2. Independent Writing with
Teacher Conferences
3. Selected Sharing
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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
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Ex. Differentiating with Scaffolded Instruction
whole group - to small group - to individuals
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Instruction that involves –
 Modeling and Demonstrating
(as students watch)
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Guided Collaboration with students
Monitoring and Assisting
(as students work independently)
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Using Assessment
to Differentiate Instruction &
foster Responsible Test Preparation
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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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