Presentation on theme: "(Intermediate) Providing Differentiated instruction in Small groups"— Presentation transcript:
1 (Intermediate) Providing Differentiated instruction in Small groups Math Interventions(Intermediate)Providing Differentiated instruction in Small groupsEducation Transformation Office
2 Essential Question:How can providing small group data driven differentiated instruction increase student achievement?
3 What is Math Intervention? Intervention has become an important way for teachers to ensure that all students succeed in today's high stakes testing environment. Helping students who are struggling with mathematics requires teachers to choose an appropriate time and strategy for the intervention. Without a systematic approach, this can be a challenge for teachers who have multiple students in need of help.
4 We know that intervention is about teaching and learning and the opportunity to learn.
5 InterventionIn yours schools we practice the (RtI) Response to Intervention.Tier 1: Whole GroupTier 2: Small GroupTier 3: One on OneIn Math, normally do not have Math Intervention pull outs… Our only way of intervening on kids behalf is through Small Group Differentiated Instruction time.Intervention has become an important way for teachers to ensure that all students succeed in today's high stakes testing environment. Helping students who are struggling with mathematics requires teachers to choose an appropriate time and strategy for the intervention. Without a systematic approach, this can be a challenge for teachers who have multiple students in need of help.
6 But before we talk about DI & Interventions, we have to ensure that the PRIMARY benchmarks are being properly taught. Let’s take a look at the Math block …
8 D.I During Math BlockGoMath lends itself to teachers providing immediate remediation on skills during the“YOU DO” Portion of the lesson.After teachers have provided direct feedbackand reteaching to those students that didn’t get the primary benchmark, they can then focus on class skills (data driven benchmarks)and do centers.
12 The PLAN Before we can do Centers we need to have a D.I. plan… The first thing we need to do is look at the data.Prerequisite DataDistrict Interim AssessmentTeacher Assessment DataBaseline….not used for DI.
13 Looking at your interim DATA First look at your most current Data. Analyzed how each class performed on each benchmark and list them from least to greatest.Once you have them listed, create your Instructional Focus Calendar (IFC)
14 Next…Organize your benchmarks List them in order from weakest to strongest 1)MA.3.A %2)MA.3.A %3)MA.3.A %4)MA.3.A %5)MA.3.A %
15 Instructional Focus calendar Explained… Primary Benchmarks from pacing GuideMini AssessmentSecondary Benchmarks based on DATAMini Assessment
16 Instructional Focus calendar Your math coach will need to provide you with two copiesOne to post by your deskThe other to put in your Lesson Plan bookAlign your Previous taught benchmarks/Secondary Benchmarks to your Secondary benchmarks on your IFC.Plan for your DI according to the benchmark listed on your IFC.
17 Meeting Students’ Individual Needs Based on the IFC, what will be next week’s Secondary Benchmark.Once you have your benchmark, look at the Data to create your groups.You must create your Weekly Lesson Plans for your Differentiated Instruction for the Secondary Benchmark. This template is flexible…you can make your own.
18 D.I Lesson Plans Grouping Based on DATA Create your groups based on how students performed on the Secondary benchmark of that weekNext Week's SecondarybenchmarkNow Create your Red, Yellow, and Green Groups based on how each student performed for that Benchmark
19 D.I Lesson Plans Grouping Based on DATA Once you group your students based on how they performed on the current Secondary benchmark, you must create your lesson plan for how you will reteach, remediate, and enrich each group in each center.If you must make adjustments for your group sizes, please do so.
20 D.I Lesson PlanningOnce you have disaggregated your data you can begin to plan the “how”How will we remediate and re-teach these low benchmarks?
21 Where Do You Start?1st : Analyze the Data. Become familiar with the benchmark2nd : How many questions did the test have for that standard?3rd: : Look at the Item Analysis report and see which questions correlates with the standardWhat was the most commonlyselected distracter?Prepare lesson plans for your groups. Each group has different needs, so you should have different lessons for each group. When the group meets with you, provide direct, explicit instruction on the multiplication area you are teaching that group only. For example, if teaching a group basic multiplication, model for them how to solve a problem. Then have them practice some problems together with you guiding them. Then have them work on their own solving problems. Read more: Differentiated Instructions for Multiplication | eHow.com http://www.ehow.com/how_ _differentiated-instructions-multiplication.html#ixzz211DkJPe2
22 Test Questions Analyzed 4th : Go back and look at the questions on the testHow were the questions asked?Look at the Complexity of the questionsDid you teach students how to solve these types of questions?Are there any prerequisite skills needed? ( Look at the Skills Sheets)
23 D.I. PlanningOnce you are familiar with the secondary benchmark...You are ready to start planning your lesson.Remember, you will have to Differentiate your Instruction with each Group.Speaking of which, let’s talk about what it means to differentiate instruction.
24 Differentiated Instruction Differentiated Instruction is matching instruction to meet the different needs of learners in a given classroom.In order to accommodate these needs, it is recommended that teachers plan for:Differentiated Teacher Led CentersAmple student practice opportunities in the form of Independent Student Centers
25 Differentiated Instruction Teachers differentiate theircontent (the skills)Process (teaching strategies)Products (materials used)learning environment (independent vs. TLC)The use of ongoing assessment and flexible grouping makes this a successful approach to instruction.No two students are the same. Students learn in different ways
26 How and when will all of these secondary benchmarks be retaught??? During Math Centers
27 Why Centers? Promotes Independence Teaches Responsibility Allows Students To Learn Through Self- DiscoveryProvides Opportunity to Master Skills That Data Indicates Needs Re-teachingThis will be our only math Intervention in most cases.
28 PURPOSE OF CENTERSTo engage each student in active learning appropriate to his or her learning needs, the most effective instruction is differentiated, that is, responsible to variances among students.
30 Teacher Led Center (TLC) Same Skill, Different Way!You know what the benchmark is and how it was tested, now begin to plan how you will reteach it.Research new and different strategiesDevelop conceptual understanding of topics by providing Hands-on learning experiencesPlan for and include the use of manipulatives during the Teacher Led Center instruction.For each group you must differentiated the activity. What the Green group does in TLC has to vary from the Red group.
31 D.I. Lesson Plans Below is a template for each Center What will you do in the Teacher Led Center to Reteach the Skill? Your plan for each group must be Differentiated. The Red group may require reteaching a prerequisite skill. The yellow group needs to be remediated and retaught that missing step. You must Enrich the Green Group and take them to the next level.The Red group may require reteaching a prerequisite skill. The yellow group needs to be remediated and retaught that missing step. You must Enrich the Green Group and take them to the next level.
32 What Should be happening in T.L.C When the teacher is doing “I DO” What do the students do?What is the “WE DO”and YOU DO? Look like?What should the teacher be doing during the WE and YOU DO?Make up another problem of the same kind if the students still need more practice after you re-explain….
33 E.t.o. created T.l.C. Packets Grades 3-5 Created to address the secondary benchmarkDifferentiated to address the needs of the different groupsStrategies incorporated in the packets
35 T.l.C. Packets and gradual release Grades 3-5 Video Segment
36 T.l.C. Packets and gradual release Grades 3-5 Teacher Actions (Yellow Post It)I DOWE DOYOU DOStudent Actions (Pink Post It)
37 What does TLC look like?Here are Some examples of Low and High Level activity with the same Benchmark…Low Level Activity Example:Using fraction index cards that show examples of fractions as part of a whole, and the other shows fractions as part of a group. Allow students to work in pairs to identify each fraction. Give them blank index cards to draw their own examples of fractions as well.High Level Activity Example:Have high-achieving students use a math journal to write the rules for adding and subtracting fractions with like denominators after they have completed these lessons. Encourage them to make diagrams to help demonstrate each rule.
38 Teacher Led Center Resources You can also use some of the ideas for Small groups found in the Go Math Teachers Edition.These ideas are Hands-On and great for theTeacher Led Center
39 D.I. Lesson Plans Independent Center In the Independent CenterPick an activity that students can do in pairs or in a groupThe Activity must be Differentiated.Simplified for the Red groupEnriched for the Green Group.Always have a follow-up (for student accountability)Provide an Extension ActivityThe Red group may require reteaching a prerequisite skill. The yellow group needs to be remediated and retaught that missing step. You must Enrich the Green Group and take them to the next level.
40 GoMath Grab and Go Activities D.I. Resources The Go Math Grab and G Activities are available online on Thinkcentral.com under the Math Grab and Go Kits for each grade. They are also self explanatory. Complete with Directions and materials needed.
41 Independent Centers Activities On the ETO website you will find a Table of Contents that will guide you as to which GO Math Grab and Go activity is aligned to your Secondary Benchmark
42 Independent Center Ideas Go Math You can also use the Enrich IndependentCenter activities Found in your Go MathTeacher’s Edition or Reflex Math Center Activities.When differentiating your classroom, don’t leave out the gifted students. Be cautious that you are assigning open-ended rich inquiry activities instead of more work or always using peer-tutoring and mentoring relationships. Differentiating should allow ALL students to be enriched. Differentiating is NOT adjusting the workload assigned based on ability levels or grading differently based on perceptions of students’ capabilities.
43 IMPORTANT REMINDERPre-teach each activity before it is placed in a student center for independent practice.Activities can be pre-taught in a whole or small group setting, depending on students’ needs and the complexity of the activity.No worksheets in Independent centers…make it a partner or group ACTIVITY not DittosPre-teaching helps ensure students’ success!
45 Computer Center Resources Intermediate- Carmen Sandiego Skill based intervention tool for students needing additional remediation…..“GO Math! Animated Math Models, G5”
46 Computer Center Resources Extension Intermediate- Carmen Sandiego Skill based tool for students needing enrichment…..“GO Math! CARMEN SANDIEGO Math Detective Activities G5”Utilized when students have mastered the intervention tutorial.
47 Organizing the Centers 3 different color Folders for each group (e.g. red folder, yellow folder, green folder)Instructions for what each group should be doing at each centerExtension activity/question for when the specific group is doneComputer folder with scrap sheets and pencil for students to show their work (CBT strategies for 5th grade)
48 Ongoing Progress Monitoring (OPM) Once you Reteach the students the benchmark, you must reassess to test for mastery.This should be done at the end of each week
49 Types of Assessments5 question Mini Assessments at the end of TLC PacketFocus Achieves AssessmentsKeep track of student progressIf students did not master the benchmark at the end of the week…One-on-one intervention is recommendedDuring SpecialsAfter Schools
50 Managing Differentiation Establish behavior guidelines and enforce themEstablish structured, consistent routinesThink through tasks in advanceConsider what can be done ahead of time
51 TIPS Post your student groups Post your rotations so students know where to goStudent friendly print richHave a system for rotationExplain the activities for the centersHave a group leaderStart the rotation with one group moving at a timeRing bell 1-2 minutes before switching so they can start wrapping up
55 Organizational Strategies Color Coded folders with rules on the foldersGroup CaptainsScrap sheet of paper next to the computer station.Designated locations for students to wait until signal to rotate
56 Monitoring Student Work Use the Student Skills sheets. Have one for each student to spot check work and record when they have mastered each skill.Report observations on sticky-notes as you work with small groups and individuals. Stick the notes in a notebook with a sheet for each student in alphabetical order (or by class). Review them periodically.Use clipboards for recording teacher observations/anecdotal records.Have students turn in assignments to designated trays or folders by task.Handout to show the participants ET Instructional Planning Guide (Planning Instruction and Tracking Progress)(Refer back to this in ET)
57 Rotation ScheduleThese are some Sample Rotation Schedules. Due to lack of time, you may not be able to see each group every day. Focus on Seeing the Red group 3-4 times a week. The Yellow Group 2-3 Times. And the Green group once or twice.
59 GoalsIn ensuring that effective differentiated small group instruction is taking place, we will be working towards reaching our goals everyday.Remember to use the ETO bell ringers aligned to the secondary benchmark and fundamental skills for the bell ringer.They will see it being re-taught in word problems everyday.
60 What’s wrong with this picture ??? We cannot wait until the FCAT to “crunch” and try to re-teach all these skills.
61 YOUR TURN! Create Your D.I. Lesson Plans -20 min. Its your turn to practice creating your D.I lesson Plans for CentersUse the Data that was given to you to create your GroupsChoose the lowest performing benchmarkThen create your DI Plans for each Center
62 Post-it Activity & Group Pre-Discussion Directions: Walk around the room and find someone who can respond to one of the questions below. After verbally replying to your question, the person initials the square. (You may make notes in the square if you want to remember something the person said!)* A person can only answer and initial one square on your card. Feel free to discuss the answer.The goals of this activity are to activate prior knowledge in the area of differentiated instruction, and to meet new people with new ideas.What is your definition of differentiated instruction?Give an example of when you have used differentiated instruction.What is something that you would like to learn about differentiated instruction?When and how do you use small group instruction?What is a question you have about DI that you hope is answered today?How do you get to know how your students learn?How do you provide choice within your classroom?What is one way that you have helped a struggling student comprehend a specific mathematical skill?What are some quick assessments that can be used to learn more about what your students know?Post-it Activity & Group Pre-Discussion
63 Essential Question:How can providing small group data driven differentiated instruction increase student achievement?