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DIFFERENTIATING INSTRUCTION

DIFFERENTIATING INSTRUCTION. WHAT IT LOOKS LIKE AND HOW TO ASSESS THE STUDENTS . What’s 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

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DIFFERENTIATING INSTRUCTION

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  1. DIFFERENTIATINGINSTRUCTION WHAT IT LOOKS LIKE AND HOW TO ASSESS THE STUDENTS

  2. What’s 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)

  3. Class Rules

  4. Create a atmosphere for learning

  5. 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)

  6. 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

  7. SECONDARY READING PORTFOLIO

  8. SECONDARY READING PORTFOLIO

  9. SRI LEXILE SCORING

  10. FORM OF INFORMAL ASSESSMENT

  11. ANOTHER INFORMAL ASSESSEMENT

  12. 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 IT’S NOT ABOUT WHAT YOU TEACH BUT WHAT THEY LEARN AND HOW THEY GROW)

  13. 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…)

  14. Grouping

  15. Whole Group

  16. Small Group

  17. Paired Grouping with Peers

  18. One-on-One Conferencing

  19. Independent Reading Group

  20. Read 180 Computer Stations

  21. Different strategies used in class

  22. Lexiled Independent Reading Books

  23. In Closing • Make learning fun for you and the students • Don’t 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 momma’s not happy then no one is happy”

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