tier 1 & d.i. vs. differentiated classrooms ... & narvaez, l (2008). the differentiated...
TRANSCRIPT
Tier 1 & D.I.
What’s All the Hype
About?
Presented by:
Dr. Tonya Rhett Dr. Dana Richardson Mrs. Tracey Ratchford
Windsor Killian Polo Road
What does D.I. stand for?
Traditional vs. Differentiated Classrooms
● Read the description of a classroom on your card.
● Does your card reflect what you would see in a traditional classroom, or a
classroom infused with differentiation strategies?
● Get up and Move! Choose a side.
● Take a piece of chocolate and have a seat.
● Let’s talk about it!
Why is differentiation necessary? 1. D.I. is a way of teaching with appropriate challenges.
2. It improves learning through motivation, engagement, and
relevance.
3. D.I. gives students more than one way to gain
information.
4. Differentiating your instruction allows you to truly know
your students while incorporating backgrounds,
readiness, interests, and learning profiles.
5. D.I. helps you plan efficient, effective instruction.
6. It aligns with the tiers of Response to Intervention
(RtI).
Differentiated Instruction is NOT...
Just putting students into small groups
Ladybugs, Crickets, Fireflies...
Teaching the same way, everyday
Teaching without reteaching
Differentiation is...
● Supported by research (i.e. Howard Gardner’s Theory of Multiple
Intelligences and Lev Vygotsky’s Theory of Learning)
● A teacher’s DATA-DRIVEN, PROACTIVE response to student needs
● A Supportive learning ENVIRONMENT
● Guided by principles of:
○ CONTENT-information and ideas students use to reach a goal
○ PROCESS-HOW students take in and make sense of the content
○ PRODUCT-how students SHOW what they know, understand, and can do
○ AFFECT/ENVIRONMENT-CLIMATE and TONE of the classroom
● “Even though students may learn in many ways, the essential skills
and content they learn can remain steady. Students can take
different roads to the same destination.” – Carol Ann Tomlinson
Door Prize Time
Really????
This does not add up!!
Math Interventions for Tier I
Area of Concern: Strategies:
Difficulty remembering math facts Separate facts into sets of fact families
Provide extra opportunities
Use manipulative objects
Student self-check/correct practice sheets
Math Interventions for Tier I
Area of Concern: Strategies:
Difficulty attending to important details Highlight operational signs/keywords
Use vertical lines/graph paper for
organization
Reduce the number of problems per page
Use a window overlay (blank sheet of
paper) to isolate problems
Math Interventions for Tier I
Area of Concern: Strategies:
Inability to read text for word problems Align material with students reading level
Highlight keywords in math problem
Math Interventions for Tier I
Area of Concern: Strategies:
Slow rate of completion Reduce number of items to complete
Provide manipulatives
Math Interventions for Tier I
Area of Concern: Strategies:
Problems sequencing steps for completion
Consistent review of steps
Reference sheet kept at student desk
Use acronyms to remember steps (PEMDAS) Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction): Kelvin Help Drink My Dark Chocolate Milk = Kilo, Hecto, Deka, Meter, Deci, Centi, Mili
Color coding of steps
Use of manipulative objects
Math Interventions for Tier I
Intervention Binders
ALWAYS teach to state
standards. However, you
can use outside resources
to support teaching and
learning of standards.
*(Teachers Pay Teachers)
Math Interventions for Tier II
How to make a FREE math intervention student notebook
1) Go to http://www.interventioncentral.org/response-to-intervention or
http://catalog.mathlearningcenter.org/taxonomy/term/167 or
http://www.k-5mathteachingresources.com/
2) Print activities (already done).
3) Place in page protectors.
4) Put in a three ring binder.
5) You have an Intervention Binder!
Math Interventions for Tier I
Make a student intervention binder:
http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581
/MATH_I_DO_WE_DO_YOU_DO_Final.pdf
(I Do, We Do, You Do)
FREE Tier I activities book for grades 1-5
Created by Dr. Sherri Santos
Math Interventions for Tier I
Make math tubs
(based on ability)
http://brownbagteacher.com/differentiating-your-classroom-with-ease/
Math Interventions for Tier I
http://teachingtoinspire.com/2016/07/math-tools-lots-freebies.html
Math Interventions for Tier I
Second grade at Windsor
The second grade team created take home math games for all students. The students
take them home on Mondays based on the skill for the week and return them on
Fridays. *They used Cardinal zipper binder pockets from Staples.
Schoolwide Math Tier I Strategies
Applied Problems
*Encourage students to
clarify understanding, ie:
Metacognition
*4 step problem solving
(understand, devise a
plan, carry out the plan,
look back)
Instruction
*Student engagement with
response cards
*Math talks
*Class journaling with teacher
feedback
Door Prize Time
The Struggle is Real
Did You Know?
Among the population of students with learning disabilities,
an estimated 80% have reading disabilities (Lerner,
1993).
One reason that struggling readers receive fewer high-quality
reading lessons is our fixation on one-size-fits-all core
reading programs. (Allington, 2011)
The Struggle is Real.
Tier 2 and Tier 3 students have real reading deficiencies.
They struggle to call words on grade level and even struggle
to read at their “independent” level. The next slides will list
common “struggles” that Tier 2 & 3 students have in reading.
1.Phonemic Awareness
An Important Distinction:
* Phonemic awareness is not phonics.
* Phonemic awareness is auditory and does not involve words in print.
Examples of Phonemes: The word “sun” has 3 phonemes: /s/ /u/ /n/ .
Phonemic Awareness Strategies
● Clapping and Tapping- allow the students to hear the
syllables (kinesthetic)
● Picture Flash Cards- Have students identify the picture,
then ask for the beginning, middle, and ending sound
separately (segmenting), then together (blending). (Visual)
● Phoneme Substitution Games- Take turns changing the
first, middle, then last sound….show how the words
change. (sensory)
2. Phonics
Word
Attack
Strategies Teach students word attack
strategies such as
● Flipping the vowel
sounds
● Chunking by
covering word parts
● Stretching the words
for blending
Possible Activities
3. Fluency
Strategies
● Word Recognition- High
frequency words
● Readers Theatre
● Use timers
● Repeated reading
● Promote phrase reading
● Poetry books
● Read across genres
Resources
● http://www.abcya.com/
dolch_sight_word_bing
o.htm
● http://www.dolchword.
net/preprimer1memory/
preprimer1memory.htm
l
4.Vocabulary
Strategies
Read alouds- pull words from
text
Frayer model
Synonym activities
Encourage students to use
new vocab. during
discussions
Same activity,
Different level
5. Comprehension
Strategies
Model Model Model- Model your thinking while
reading
Pair the student with a peer to summarize material to answer the
questions “Who, What, Where, When, How, and Why.”
Teach the student to draw from personal learning experiences
Tier questions to promote higher level thinking…. D.O.K
***Writing
Strategies
Model! Model! Model!
Make your model lessons intentional.
Create tiered rubrics.
Do not focus on too many skills at once.
Round Robin Writing
Quick Writes
Let’s Make and Take
Door Prize Time
Additional Differentiated Instruction Resources Strickland, C.A. (2009). Professional development for differentiating instruction: An ASCD action tool. Alexandria, VA:
ASCD.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association
for Supervision and Curriculum Development.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd edition). Alexandria, VA:
Association for Supervision and Curriculum Development.
Tomlinson, C., Brimijoin, K., & Narvaez, L (2008). The differentiated school: Making revolutionary changes in teaching and
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C., & Eidson, C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades
5-9. Alexandria, VA: Association for Supervision and Curriculum Development.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: Association for Supervision
and Curriculum Development.
Bransford, J. D., A. L. Brown, et al., Eds. (2000). How people learn: Brain, mind, experience, and school. Washington, DC:
National Academy Press.
Thank you for attending our presentation!!
Dr. Tonya Rhett
Windsor
Elementary School
Dr. Dana Richardson
Killian Elementary
School
Mrs. Tracey Ratchford
Polo Road Elementary