1. Assessment, Flexible Grouping, and Differentiated Instructional Strategies Presented by: Tina Spencer, T/TAC Specialist Lee Anne Sulzberger, T/TAC Specialist http://education.wm.edu/centers/ttac/

2. Differentiation of Instruction is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Flexible grouping Ongoing assessment and adjustment Respectful tasks

3. Teachers can differentiate ContentProductProcess According to student Learning Style InterestsReadiness

4. Cannot Be Differentiated Example Can Be Differentiated Example Standards 5.4 The student will expand vocabulary when reading using context to clarify meaning of unfamiliar words and phrases Resources (Content)  Leveled texts  Choice of materials Essential Under- standing 5.4 All students should apply knowledge of word structure and context clues to determine the meanings of unfamiliar words Teaching Strategies (Process)  Using mnemonics  Following a specific process Guiding Questions 5.4 How can students continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words? Learning Activities (Product)  Design a poster of word families  Build a model representing a word (Frayer Model)  Complete word sorts Skills5.4 Students’ knowledge of:  Letter-sound correspondences  Syllabication patterns  Roots  Word origins Assessments (Product)  Summary paragraphs  Group presentations  Vocabulary journals Adapted from Glass (2012, December).

5. The Instructional Assessment Model 1. What does the student know? 2. What can the student do? 3. How does the student think? 4. How does the student approach what he or she is unsure of? 5. As a teacher, what do I do now? (Gravois & Gickling, 2002)

6. Formal Assessments Formal Assessments

7. Levels of Instruction Levels of Instruction Assess on students’ Instructional Level to determine known skills LevelsComprehension (unaided) Rehearsal & Practice (unaided) Independent98-100%90-100% material known Instructional93-97%70-85% material known Frustration<93%Below 70% material known Considerations: Instructional Assessment T/TAC W&M

8. 6 Steps for Instructional Assessment 1. Select material for instruction ( instructional level) 2. Develop a relationship with student 3. Assess student’s skills --Assess prior knowledge --Assess word recognition --Assess comprehension 4. Match instruction to student needs

9. 6 Steps for Instructional Assessment 5. Teach on instructional level (direct instruction and remedial strategies) 6. Ongoing evaluation (use data to evaluate progress) Considerations: Instructional Assessment, T/TAC W&M

10. Think Time Do teachers in your school or division plan for assessing students for their entry point into new learning?

11. Process Activities designed to help the student come to make sense of or “own” the contentProduct How the student will demonstrate and extend what he or she has come know, understand, and be able to do.

12. Student Groupings Readiness Interest Learning Profile

13. Creating Flexible Groups: Reading Readiness Select with a common element, written at multiple instructional levels Match text to individual students Differentiate engaging activities within each group, but hold the same expectations for all students http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf

14. Creating Flexible Groups: Reading Readiness Assess whether standards are being met several times within a given unit Use assessment data to dissolve and reform new groups of students http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf

15. Student Grouping: Interest Student Grouping: Interest

16. Special Considerations: Learning Style and Student Interests

17. Instructional Strategies

18. Exit Ticket What are some assessment options that aren’t “paper and pencil”? How do teachers typically group students in your school? What’s another way? What new instructional strategies will you share with colleagues?