Collaborative InquiryCollaborative Inquiry

““Teachers possess tremendousTeachers possess tremendousknowledge, skill, and experience.knowledge, skill, and experience.Collaborative inquiry creates a structure forCollaborative inquiry creates a structure forthem to share that expertise with eachthem to share that expertise with eachother. When teachers engage in ongoing other. When teachers engage in ongoing collaborative inquiry focused on teachingcollaborative inquiry focused on teachingand learning and making effective use ofand learning and making effective use ofdata, they improve results for students” (Love,data, they improve results for students” (Love,2008).2008).

Differentiated Differentiated InstructionInstructionEarly Literacy ProjectEarly Literacy Project

Our job is to teach the Our job is to teach the kids we have!kids we have!

Our job is to teach the kids we have.Our job is to teach the kids we have.

Not the kids we used to have,Not the kids we used to have,

Not the kids we would like to have,Not the kids we would like to have,

Not the kids we dream about,Not the kids we dream about,

Not the kids who were like us when we Not the kids who were like us when we

were students,were students,

Our job is to teach the kids we have – eachOur job is to teach the kids we have – each

and every one. and every one.

What is Differentiated What is Differentiated Instruction?Instruction?

Differentiated instruction is matching instruction Differentiated instruction is matching instruction to meet the different needs of learners in the to meet the different needs of learners in the classroom.classroom.

Teachers will make modifications in how Teachers will make modifications in how students obtain access to important ideas and students obtain access to important ideas and skills and/or to the learning environment.skills and/or to the learning environment.

The goal of differentiated instruction is to The goal of differentiated instruction is to support maximum success for each learner.support maximum success for each learner.

What Differentiated What Differentiated Instruction is NotInstruction is Not

Individualized programs for every Individualized programs for every student.student.

Different assignments for every lesson or Different assignments for every lesson or subject.subject.

Assigning struggling students less work Assigning struggling students less work and advanced students a lot of the same and advanced students a lot of the same work.work.

How Do We Begin to How Do We Begin to Differentiate?Differentiate?

1.1. Establish relationships with students.Establish relationships with students.

2.2. Select learning outcomes. Select learning outcomes.

3.3. Use pre-assessment data to determine Use pre-assessment data to determine what supports and challenges need to what supports and challenges need to be created to help all students achieve be created to help all students achieve the learning outcomes or further the learning outcomes or further develop their expertise.develop their expertise.

Maintain High Maintain High Expectations For All Expectations For All

Low performing students fare better with Low performing students fare better with a rich, significant curriculum.a rich, significant curriculum.

Learn to teach to the high end. Students Learn to teach to the high end. Students do not necessarily have to master the do not necessarily have to master the basic facts before addressing the more basic facts before addressing the more abstract concepts of the subject.abstract concepts of the subject.

Monitor student understanding with Monitor student understanding with ongoing informal assessment.ongoing informal assessment.

How Can We How Can We Differentiate?Differentiate?

TimeTime MaterialsMaterials Student groupingsStudent groupings Teacher-guided instructionTeacher-guided instruction SpaceSpace TasksTasks

Differentiated Instruction Differentiated Instruction With Small GroupsWith Small Groups

Teachers can use assessment data toTeachers can use assessment data to

create small groups that meet the specificcreate small groups that meet the specific

needs of the group members.needs of the group members.

Teachers can vary the:Teachers can vary the: Size of the groupSize of the group Number of meetings per weekNumber of meetings per week Number of minutes per dayNumber of minutes per day Content and level of the lessonContent and level of the lesson

An Example of a Group An Example of a Group With Intensive Needs:With Intensive Needs:

Has only three members.Has only three members. Meets daily.Meets daily. Teacher-Led Small Group Lesson may Teacher-Led Small Group Lesson may

include intensive work in phonemic include intensive work in phonemic awareness and phonics (segmenting, awareness and phonics (segmenting, blending, letter- sound blending, letter- sound correspondences).correspondences).

An Example of a Group An Example of a Group Meeting Their Grade Level Meeting Their Grade Level Benchmarks:Benchmarks:

Has six members.Has six members. Meets at least twice a week.Meets at least twice a week. Teacher-Led Small Group Lesson may Teacher-Led Small Group Lesson may

include guided reading lessons, include guided reading lessons, advanced phonics and word study advanced phonics and word study (multisyllabic words) and vocabulary (multisyllabic words) and vocabulary study.study.

Anchor ActivitiesAnchor Activities

Writing journalsWriting journals Creative writing promptsCreative writing prompts Independent readingIndependent reading Content-related readingContent-related reading Reading games or activitiesReading games or activities Computer activitiesComputer activities CentresCentres

Tiered LessonsTiered Lessons

Tiering is a differentiated instructional Tiering is a differentiated instructional planning strategy that enables educators planning strategy that enables educators to teach one concept at multiple levels of to teach one concept at multiple levels of complexity based on students’ readiness complexity based on students’ readiness levels.levels.

All students work toward the same All students work toward the same content goals and essential content goals and essential understandings. understandings.