Making Differentiated Instruction Work for You

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Reaching All Learners: Tools and Strategies for Teaching Diverse-Needs Students

Amanda M. VanDerHeyden, Ph.D., private consultant and researcher , co-author of Essentials of Response to Intervention

Reading Interventions: When Core Instruction Isn’t Enough

Changing Mindsets, Motivating Students

Jeanne Wanzek, Ph.D., assistant professor at Florida State University and on the research faculty at the Florida Center for Reading Research

Carol Dweck, author of Mindset: The New Science of Success

Feb. 7 @ 2 p.m. ET

Feb. 16 @ 2 p.m. ET

An on-demand archive of this webinar is going to be available at www.edweek.org/go/PDarchives

in less than 24hrs.

Featured Guests

Vicki Gibson, Ph. D. A former kindergarten teacher, learning

disability specialist, and school leader, she is the author of a number of books on effective pedagogy, including Differentiated Instruction: Grouping for Success. Ms. Gibson is the chair and president of Gibson Hasbrouck & Associates.

Katie Hull Sypnieski English and English Language Development

teacher at Luther Burbank High School in Sacramento, Calif. In her 15 years as an educator, she has taught English-language learning at all grade levels. She has also served as a teaching consultant in writing for the University of California-Davis School of Education and a district lead trainer for the WRITE Institute.

Differentiating

Instruction

Vicki Gibson, Ph.D. Gibson Hasbrouck & Associates

3 topics

1 the “Standards”

2 differentiating instruction

3 implementation

CCSS Common Core

State Standards

What students need to know

and should be able to do

Differentiating instruction …

teaching differently

• grade specific

• content specific

• for non-performers

It is NOT

Differentiating

instruction

HOW we teach

WHAT we teach

HOW students practice

What’s the relationship…

“the Standards” and

differentiating instruction

?

CCSS tells us WHAT

Diff inst tells us HOW

changes in teaching

& practice

diversity

Why differentiate?

INC

RE

AS

E

the QUALITY and

QUANTITY of

teaching, practice

and student outcomes

5 tools to implement CCSS

1 Evidence-based practices

2 Student-focused teaching

3 Collaborative practice

4 Productive independent practice

5 Routines/procedures for implementation

Evidence-based practices

Effective teaching

Progress monitoring

Response to instruction

Differentiating instruction

Response to intervention

RTI 2

Interactive whole class

activities

Teacher-led introduction

Turn & tell your partner

Student-focused

teaching in

small groups

Rich collaborative conversations

that develop word knowledge and

enhance comprehension

Use data to group

students for

purposeful

collaborative practice

Provide collaborative practice

BEFORE independent practice

Purposeful

productive

practice

The biggest challenge for

differentiating instruction …

implementation

The 2 most

frequently asked

questions …

What are the rest of the students

doing when I am teaching

a small group?

How do I get

everything

done?

Establish

ORDER

achievement

teaching & practice

behavior

environment

Establish routines for paper

management

Mailboxes

Do/Done folders

Student contracts

(Homework folders)

Manage routines with a

Rotation Chart

Students know … • what to do

• who they work with

• when & where they work

• when they work with teacher

Group 1

Group 3 Group 4

Group 2

Workstatio

n

Workstatio

n

Teaching Table Ind.Practice

Beth

Khan

Linda

Gholi

Wes

Sheenan

Kaylynn

Marcus

Jose

Abbott

Demarco

Anarack

Liam

Beckett

Mayley

Cheryl

Ginger

Clossie

Marcus

Jimmy

Kimball

Nader

Sylvia

Group 1 Group 2 Group 3 Group 4

Group names are moved from left to right

to indicate how students will participate.

Rotation chart for flexible grouping

Rotation charts with college themes

Adjust daily schedules

– Shorter activities, 15-20 min.

– Whole class overview, quick review

– Small groups teaching & practice

– Efficient transitions in

WHOLE CLASS: Overview/review

• FOCUS get to the point

• OVERVIEW 10-15 min. session

• MODEL interactive

• PARTNER group within group

• PRACTICE general feedback

SMALL GROUPS: Teaching

• FOCUS Specific to need

• TEACH 15-20 minute lesson

• MODEL teacher-led, interactive

• DIFFERENTIATE within small groups

• MONITOR provide explicit feedback

8:40-9:00 SMALL GROUPS

9:05-9:25 SMALL GROUPS

9:30-9:50 SMALL GROUPS

9:55-10:20 SMALL GROUPS

Multiple activities happening

simultaneously

Teaching, small group

Collaborative practice

Independent practice

Group for 45-60 minute classes

• 10-min. whole class overview

• 15-min. small groups

• 15-min. small groups

• 5-min. whole class summary review

Divide students into 2-4 groups & meet on alternate days:

Mon/Wed; Groups 1-2 & Tues/Thurs, Groups 3-4

Fridays used to reteach & for independent practice

Implementing CCSS will require

differentiating teaching & practice

Getting Started

• Meet with staff

• Determine what’s

working

• Determine what

can be done

• Set dates

• Monitor progress Download: www.gha-pd.com

Thanks for participating!

Vicki Gibson, Ph.D.

Gibson Hasbrouck & Associates

www.gha-pd.com

Differentiation: Moving EVERY Student Forward

Katie Hull Sypnieski

Differentiation

Building a Foundation

Day-by-Day

The Five-by-Five Approach to Differentiation Success

Building a Foundation

Assessing

• Initial: gaining an accurate view of students’ skills

• Formative: evaluating evidence and adjusting teaching and learning

Building Relationships

• Student interests

• Student goals

• Taking Risks and Making Mistakes

Creating a Community of Learners

“Classroom of Students” “Community of Learners”

Laughing at people who make mistakes

Celebrating mistakes

Keeping Students Moving Forward

“The Progress Principle”

• Making progress in meaningful work

• Emphasizing small wins

Teaching Life Skills Lessons

• The Brain

• Goal-Setting

• Self-control

For life skill lesson plans see: http://www.eyeoneducation.com/bookstore/productdetails.cfm?sku=7181-

2&title=helping-students-motivate-themselves

Click on “Sample Pages”

Day-to-Day

Getting students started. . .

Zeigarnik Effect: getting started = more likely to finish

Giving different assignment options . . .

NOT different thinking tasks

Asking students to reflect . . .

• Learning Logs

• Surveys

• Self-assessment and goal-setting

Praising effort . . .

• Praise student effort Not intelligence

• “Growth Mindset” vs. “Fixed Mindset” (Carol Dweck)

Using technology . . .

Adaptive Learning

Grouping . . .

• Variety

• Designed with student needs in mind

For more on differentiation and to share your ideas please visit:

Larry Ferlazzo’s Ed Week column featuring Carol Tomlinson and Rick Wormeli:

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/response_ways_to_differentiate_instruction.html

Thanks for participating today!

Katie Hull Sypnieski

Luther Burbank High School

Sacramento, CA

katiesyp74@gmail.com

www.edweek.org/go/pdwebinars

Gerald Herbert/AP

Reaching All Learners: Tools and Strategies for Teaching Diverse-Needs Students

Amanda M. VanDerHeyden, Ph.D., private consultant and researcher , co-author of Essentials of Response to Intervention

Reading Interventions: When Core Instruction Isn’t Enough

Changing Mindsets, Motivating Students

Jeanne Wanzek, Ph.D., assistant professor at Florida State University and on the research faculty at the Florida Center for Reading Research

Carol Dweck, Technology integration specialist at Winterboro School in Talladega County, Ala.

Feb. 7 @ 2 p.m. ET

Feb. 16 @ 2 p.m. ET

As a participant of this webinar, you have earned a certificate of completion from Education Week PD Webinars. To claim your certificate, please send an email to webinars@epe.org with the names and titles of those who attended, and the mailing address to which you would like the certificates sent.

An on-demand archive of this webinar is going to be available at www.edweek.org/go/PDarchives

in less than 24hrs.