Differentiated Instruction Differentiated Instruction Strategy – Flexible Grouping Webinar presented by: Dr. Sonya Carr, Educational Consultant Based on the work LPPS Inclusion of the LPPS Inclusion Strategy Team Strategy Team ( ) October, Sponsored by LPPS and LASig2

Differentiation means starting where kids are! -Howard Gardner “The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified teaching them all the same subjects in the same way.” -Howard Gardner 2Sponsored by LPPS and LASig2

3 Pause and Reflect: Grouping How does grouping benefit students? When does grouping facilitate instruction? Which activities lend themselves to group work? How do you determine group membership ? Sponsored by LPPS and LASig2

Flexible Grouping Defined as: –the practice of grouping students according to the needs of the learner and the goals of a particular lesson –Accommodates students who are strong in some areas and weaker in others –Should be a fluid process Tomlinson (2001) Use student and class profiles to differentiate instruction by grouping students based on: interests, learning profile, and/or readiness. See Webinar: “Knowing Your Students” for more information. 4Sponsored by LPPS and LASig2

Possible Flexible Groupings Learning Styles/ Characteristics Homogeneous Heterogeneous Multiple Intelligences/ Strengths Homogeneous Heterogeneous Readiness Levels Homogeneous Heterogeneous Interests Homogeneous Heterogeneous Self-Management Skills Homogeneous Heterogeneous Other 5Sponsored by LPPS and LASig2

6 When you think about implementing flexible grouping for differentiated instruction, what concerns you the most? Sponsored by LPPS and LASig2

7 Whole Group Engages teachers and students in shared learning experiences Allows inclusion of every student For example: o Introduction of new concepts o Class discussions o Modeling o Speaking/performances Sponsored by LPPS and LASig2

Small Group Meets individual student needs Allows teachers to vary membership based on readiness, learning profile, and/or interests Maximizes opportunities for students to express what they know and to receive feedback Targets specific student needs in small group setting 8Sponsored by LPPS and LASig2

9 Pairs/Partners Meets individual needs Motivates students Addresses social needs For example: o Partner reading o Practice activities o Center/station activities o Peer tutoring Sponsored by LPPS and LASig2

10 One-on-One Meets individual needs Allows for more intensive instruction Often used for students who have specific learning difficulties Sponsored by LPPS and LASig2

FLOW OF INSTRUCTION Flexible Grouping: Students are part of many different groups – and also work alone – based on the match of the task to student readiness, interest, or learning profile. Teachers may create heterogeneous or homogeneous groups. Sometimes students select work groups, and sometimes teachers select them. Sometimes students work alone. EXAMPLE OF FLOW OF LESSONS IN A UNIT (below) Whole Class : Exploration of a topic or concept Whole Class: Share information and pose questions Whole Class: Review key ideas and extend study through sharing Whole Class: Introduce skills needed later to make a presentation Whole Class: Individual students present projects for summative assessment Cubing or ThinkDOTS activities In small readiness groups assigned by the teacher, students engage in Cubing or ThinkDOTS activities. Think-Tac-Toe Students work independently on Think-Tac-Toe completing tiered assignments designed to help them make sense of key concepts at varied levels of complexity and varied pacing interests Students chose groups based on interests and solve problems related to the unit learning menu Students independently complete a learning menu through which they will apply and extend their understandings 11Sponsored by LPPS and LASig2

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Strategy: Clock Partners How does it work? Teacher selects a clock face template with slots for names extending from each hour on the dial. Teacher assigns student partners in advance or allows students to choose. Each student has his/her own copy of a clock with the names of classmates on each hour's slot (can be fewer). Each of those other students, in turn, has this student's name in the matching hour slot on each of their clock sheets. When the teacher needs to quickly pair up students, she can say to the class: "Get with your 4 o'clock buddy." Each student will pull out his or her clock, look at the 4 o'clock slot, and then join the partner indicated. 13 An easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners. Source: _buddies.html Sponsored by LPPS and LASig2

Planning for Differentiation 12 Near student 3 Similar interests 6 Readiness for content/ concept 9 Similar learning profile 14Sponsored by LPPS and LASig2

My Appointment Clock Round the Clock Learning Buddies Make an appointment with 12 different people – one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks. Tape this paper inside a notebook, or to something that you will bring to class each day. 15Sponsored by LPPS and LASig2

16 Key Issues for Managing Groups Teach students to work independently and in small groups. Consider using mixed-ability groups for differentiated instruction. Choose appropriate activities for independent work based on students’ readiness, interests, and/or learning profile. Sponsored by LPPS and LASig2

For more information, visit LPPS Moodle or contact:  Ms. Felicia Boyd, LPPS Special Education Teacher  Ms. Anita Clark, LPPS General Education Teacher  Ms. Demarious Poole, Inclusion/Staff Development Coordinator,  Dr. Sonya Carr, Educational Consultant Sponsored by LPPS and LA Sig217