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Making Differentiated Instruction Work for You
For more on our series of Professional Development webinars go to www.edweek.org/go/pdwebinars
Gerald Herbert/AP
Our Moderator:
Anthony Rebora Managing editor of Education Week Teacher
and the Teacher Professional Development
Sourcebook.
www.edweek.org/tm www.teachersourcebook.org
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 [email protected] with the names and titles of those who attended, and the mailing address to which you would like the certificates sent.
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, 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
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 [email protected] 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.
