Using Data and Grouping to Teach All Students All the Time—Differently!

We’re really talking about differentiated instruction.

What is differentiated instruction? Instruction that is tailored to meet the multi-faceted needs of all students in a classroom With the goal for all students to be successful in the general education classroom Involves the teachers’ adjustments to instructional content, delivery, lessons, materials Incompatible with a “one-size-fits-all” approach!

Objectives Gain a deeper understanding of the tools and strategies for differentiating instruction Learn to use data to group students Describe grouping patterns and purposes for each Identify the ways to differentiate instruction Use a framework for monitoring progress for students with varying needs

How can we teach all students at the same time and meet their needs? Match instruction to students’ goals/skill levels. Vary the response types (levels of intensity) Scaffold! Provide level of support to match students’ needs. Adjust the level of assignments, but keep the objective in mind! Use assessment data and monitor student progress. Group students effectively.

Match Instruction Determine students’ skill levels Identify prerequisite skills necessary to move forward with higher level skills Teach important, fundamental skills to mastery Matching instruction is on multiple levels-- content, assignment, delivery, materials

Vary Responses Adjust type of response to match students’ skills Vary by level of intensity (low to high) Examples: yes/no, sentence stems, pointing responses, multiple choice (vary number of choices), open-ended responses, oral and/or written

Scaffold Reteach, review Present concepts, new information in smaller steps Model! Explain using “Think aloud” strategy Provide immediate, appropriate feedback Maximize student engagement (There’s more!)

Adjust Material and Lesson One activity can address multiple objectives for various skill levels (Multiplying Fractions example) Multiple materials can address the same objective at different levels

Use Data and Monitor Progress Initial assessment data is essential for meeting the needs of all students Assess, review data, use data to make decisions (group, target instruction, move students at appropriate pace) Progress monitoring is necessary to determine if use of data and instructional adjustments are effective--no time to wait!

Group Effectively Various grouping arrangements at your disposal to meet the needs of all students Each grouping arrangement has a purpose Remember- “One size does not fit all” so all students’ needs cannot be met through whole group instruction only! Data is used to make informed grouping decisions.

Why should you group students for instruction? Grouping

Whole Group Small Group (Same Ability) Small Group (Mixed Ability) Pairs/Partners One-on-One Grouping Arrangements

When small groups are utilized, student learning can be greater than individual instruction or large group instruction What features of instruction are enhanced with small group instruction? Grouping for Instruction

Effective Small Group Instruction Ineffective Small Group Instruction When is Small Group Instruction Effective?

When Is Small Group Instruction Effective? Effective Small Group Instruction Ineffective Small Group Instruction Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping Matching instructional materials to student ability Tailoring instruction to address student needs Using only whole class instruction only Using small groups that never change Using the same assignment with all the students Using the same independent seatwork assignments for the entire class

Use assessment data to group students and plan appropriate instruction: –Examine established benchmarks –Document student progress and look closely at data –Group students and target instruction to meet needs of students Planning Group Instruction

Review data sources –Standardized measures –Curriculum-based measures –Progress monitoring –Informal information (classroom data, observations) Identify students using data Determine targeted areas for instruction Students may have multiple areas of need How to Form Groups

Forming Groups After viewing assessment data Use the information to: –Decide how many groups are needed for small group instruction –Determine which students should be grouped together –List the instructional focus (students who are below benchmark in a particular area guides this)

Ex. Forming Groups

Use assessment data to target students’ learning needs Address related objectives (state and curriculum guidelines) Incorporate a variety of grouping formats (e.g., teacher-led small groups and student pairs) Planning Instruction

Use Small Groups to Address Features of Effective Instruction Systematic, explicit instruction Manageable Steps More opportunities to respond Immediate Feedback

Explicit instruction–Overtly teaching each step through teacher modeling and many examples Systematic instruction–Dividing lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills Ample practice opportunities–Providing many opportunities for students to respond and demonstrate what they are learning Immediate feedback–Incorporating feedback (from teacher or peers) during initial instruction and practice What are the features of effective instruction?

VGCRLA, 2005 UT System/TEA Keeping Groups Flexible Regroup Often Use class work, informal assessments during instruction, and progress monitoring of students to regroup students and change instruction Grouping students can occur within classrooms, across classrooms of the same grade level, AND across grades if used appropriately Texas Education Agency: Second Grade Teacher Reading Academies

Instructional Activity IA Delivery of Instruction DI Materials M Instructional Content IC Skills and concepts that are the focus of teaching and learning Lessons used to teach and reinforce skills and concepts Procedures and routines used to teach instructional activities Materials that are used to teach and reinforce skills and concepts Adaptation Categories

Making Adaptations: A Core Example After a Tier I whole- group lesson on Multiplying Fractions, Mr. Smith concluded that 20 students benefited from the instruction, but five were having difficulty

Making Adaptations (cont.) During small group instruction, Mr. Smith adapted the initial lesson for the five struggling students to help them master the instructional objective But despite this adaptation, two students still had difficulty

Making Adaptations (cont.) Mr. Smith decided to try a different lesson that targeted the same objective with the two struggling students, rather than continuing the Multiplying Fractions lesson After the new lesson was presented, the two struggling students successfully achieved the objective of the initial lesson

Initial Lesson Adapted Initial Lesson New Lesson Summary of Adaptations 100% Because Mr. Smith monitored his students’ understanding of the targeted instructional objective and made adaptations to scaffold his instruction, all 25 students mastered the objective Addresses the Same Instructional Objective

Group Instructional Focus Group Formation Whole Introduce NEW concepts Reteach/practice concepts NOT YET mastered Review previous concepts ALL Grouping Practices

VGCRLA, 2005 UT System/TEA Small Group Instructional Focus Group Formation Same Ability Mixed Ability Instruction targeted to SPECIFIC needs of the group Practice concepts already introduced Provide context for support 3 to 8 Data-based Abilities and/or interest based

SmallGroup Instructional Focus Group Formation Pairs or Partners One-to- One Practice concepts already introduced Specific instruction to meet a student’s identified needs 2 students Data based 1 student Data-based

Key Issues for Managing Groups Teach students to work collaboratively with peers! Consider using mixed ability groups to maximize learning. Choose appropriate and effective activities to address the instructional objectives in your content area!

Teach each activity as a separate set of lessons (with modeling and feedback). Practice, practice, practice! Teach “ownership” and “accountability” in small increments. How Do I Teach Students to Work Collaboratively?

VGCRLA, 2005 UT System/TEA Assign all students to mixed ability groups to fill the number of centers/workshops/stations. –For example, if you plan to run 3 centers split class into 3 mixed ability groups. Also assign students to same ability groups for teacher led instruction. –Group composition may change depending on individual student progress. How Can I Use Mixed Ability Groups Effectively?

Remember--Make students accountable for their work! What Will Other Students Do While I Teach a Small Group?