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(Intermediate) Providing Differentiated instruction in Small groups

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1 (Intermediate) Providing Differentiated instruction in Small groups
Math Interventions (Intermediate) Providing Differentiated instruction in Small groups Education 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 Intervention In yours schools we practice the (RtI) Response to Intervention. Tier 1: Whole Group Tier 2: Small Group Tier 3: One on One In 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 …

7 How We Teach Makes A Difference!

8 D.I During Math Block GoMath lends itself to teachers providing immediate remediation on skills during the “YOU DO” Portion of the lesson. After teachers have provided direct feedback and reteaching to those students that didn’t get the primary benchmark, they can then focus on class skills (data driven benchmarks) and do centers.

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10 “YOU DO” Explained… DI needs to be happening every day for the primary.

11 Math Centers –The real D.I

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 Data District Interim Assessment Teacher Assessment Data Baseline….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 Guide Mini Assessment Secondary Benchmarks based on DATA Mini Assessment

16 Instructional Focus calendar
Your math coach will need to provide you with two copies One to post by your desk The other to put in your Lesson Plan book Align 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 week Next Week's Secondary benchmark Now 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 Planning Once 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 benchmark 2nd : How many questions did the test have for that standard? 3rd: : Look at the Item Analysis report and see which questions correlates with the standard What was the most commonly selected 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 test How were the questions asked? Look at the Complexity of the questions Did you teach students how to solve these types of questions? Are there any prerequisite skills needed? ( Look at the Skills Sheets)

23 D.I. Planning Once 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 Centers Ample student practice opportunities in the form of Independent Student Centers

25 Differentiated Instruction
Teachers differentiate their content (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- Discovery Provides Opportunity to Master Skills That Data Indicates Needs Re-teaching This will be our only math Intervention in most cases.

28 PURPOSE OF CENTERS To 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.

29 Let’s talk about the Teacher Led Center (TLC)

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 strategies Develop conceptual understanding of topics by providing Hands-on learning experiences Plan 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 benchmark Differentiated to address the needs of the different groups Strategies incorporated in the packets

34 E.t.o. created T.l.C. Packets Grades 3-5

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 DO WE DO YOU DO Student 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 the Teacher Led Center

39 D.I. Lesson Plans Independent Center
In the Independent Center Pick an activity that students can do in pairs or in a group The Activity must be Differentiated. Simplified for the Red group Enriched for the Green Group. Always have a follow-up (for student accountability) Provide an Extension Activity 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.

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 Independent Center activities Found in your Go Math Teacher’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 REMINDER Pre-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 Dittos Pre-teaching helps ensure students’ success!

44 Computer Center

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 center Extension activity/question for when the specific group is done Computer 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 Assessments 5 question Mini Assessments at the end of TLC Packet Focus Achieves Assessments Keep track of student progress If students did not master the benchmark at the end of the week… One-on-one intervention is recommended During Specials After Schools

50 Managing Differentiation
Establish behavior guidelines and enforce them Establish structured, consistent routines Think through tasks in advance Consider what can be done ahead of time

51 TIPS Post your student groups
Post your rotations so students know where to go Student friendly print rich Have a system for rotation Explain the activities for the centers Have a group leader Start the rotation with one group moving at a time Ring bell 1-2 minutes before switching so they can start wrapping up

52 Fluid Rotation Chart Intermediate

53 Fluid Rotation Chart Primary

54 Rules Chart

55 Organizational Strategies
Color Coded folders with rules on the folders Group Captains Scrap 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 Schedule These 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.

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59 Goals In 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 Centers Use the Data that was given to you to create your Groups Choose the lowest performing benchmark Then 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?


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