I would like to take this opportunity to share with you some of the varieties of teaching and learning strategies I have in place to help each learner in our classroom advance at his or her potential.
What is Differentiated Instruction?
* Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. It gives the teacher the ability to zero in on specific standards that a student needs help mastering or is ready to begin mastering.
“Differentiated instruction
is a way of thinking,
not a formula or recipe.”
Tomlinson and McTighe (2006), p.10.
“Differentiated instruction
is a way of thinking,
not a formula or recipe.”
Tomlinson and McTighe (2006), p.10.
Who receives Differentiated Instruction?
* All Kids receive it!
When is it being done?
* You will find the largest part of differentiation done through small groups in Reading and Math instruction These groups are based off students level of needs and are changing frequently.
How are the students/groups needs determined?
* Pre and Post assessments
* DIBLES/MCLASS scores (for reading and Math)
* TRC (text to reading comprehension) scores
* Teacher observation
* DIBLES/MCLASS scores (for reading and Math)
* TRC (text to reading comprehension) scores
* Teacher observation
What does Differentiation Look like?
* Leveled Readers
* Different leveled sight words and vocabulary words
* "I do, we do, you do" approach
I do: explicit whole group instruction
We do: Guided practice through small group instruction
You do: independent practice (literacy stations)
* Different leveled sight words and vocabulary words
* "I do, we do, you do" approach
I do: explicit whole group instruction
We do: Guided practice through small group instruction
You do: independent practice (literacy stations)