Differentiation and Assessment

Session #19

TODAY

Read AloudDifferentiated InstructionActivitiesDiscussion

BREAKParticipation evaluationModeled Strategy Lesson

Assessment, Planning & Instruction Cycle

Assessment Key Question: How will I know each student has learned the concept(s)?

Differentiated Literacy InstructionThere are no two students who …

…have learned the same skills…have the same interests …acquire skills at the same pace…overcome challenges in exactly the same way

The key to facilitating differentiated instruction is recognizing differences... so, teachers’ knowledge of all students’ readiness, interests and needs for learning is crucial! Create alternate ways for students to demonstrate their knowledge and literacy skills. Differentiating instruction will be beneficial for ALL learners and encourages inclusion.

is a teacher’s response to learners’ needs

Teachers need to consider:

Environment Content Process Product

according to students’:

Readiness Interests Learning Styles

Differentiating Instruction

The way a classroom feels and functions

What we teach and how we give students access to information

How students come to understand

How students demonstrate learning

To differentiate Environment … consider the ‘where’

Does your use of classroom space, time and materials, facilitate student movement, activity and learning?

To differentiate Content …begin with the ‘what’

Curriculum Expectations

Assessment of What the Child Already Knows and Can Do

To differentiate for Process and Product means…the ‘how’

Process Product

Adjusting instructional approaches to match the needs of the learner using high yield strategies

Offering a variety of ways to represent knowledge and skills

Reciprocity

Student Learning

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Classify the Opportunities for

Differentiating Literacy

Instruction

Differentiating Environment - the way a classroom feels and functions

Differentiating Products- how students demonstrate learning

Differentiating Process - how students come to understand

Differentiating Content - what we teach and how we give

students access to information

DemonstrationModelling

Shared Practice Guided Practice Independent Practice and Application

Modeled Reading/Writingexplains, demonstrates, models, reads/thinks aloud

Shared Reading/Writingteacher and students practice reading/writing together/collaborate; student gradually assumes more responsibility for reading/writing

Guided Reading/Writingstudents grouped to practice reading/writing with coaching from the teacher and/or peer; balance between teacher support and student independence

Independent Reading/Writingstudents apply reading/writing strategies on their own and receive feedback

Student Applicationnew genre/format OR more difficult text OR transfer of learning to a new situation

IndependenceDependence

Gradual Release of Responsibility

View the Video:

Differentiated Writing Instruction

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Review a few of the following apps and

brainstorm how each can be used to differentiate instruction

Discussion Groups:Form a group with people who have completed the same reading. Share your

question about the reading and have a discussion.

BREAK

Participation EvaluationThink about your participation throughout the course and create an evaluation that reflects your contribution.

Modeled Strategy Lesson