Differentiated instruction has been very important to our school and school division for years. We have had numerous staff development opportunities to provide teachers with ways to reach all learners. It is our goal to meet the needs of all students by providing them with differentiated lessons based on readiness, interest and learning style. We have DI coaches to look over lessons and provide feedback within our schools, as well as meet with faculty to continue staff development when it is necessary.
My school division has a vision to meet the needs of all learners. The focus on instruction in HCPS is DI. We have monthly professional development opportunities, we have a DI coach that is there to inform us on the best methods of DI to use, as well as, DI coaches in our buildings to utilize. There is a website to use of DI lessons that have already been taught by out colleagues that we can use.
Most differentiated learning takes place during math and reading. Our school does flexible grouping according to PALS scores in the lower grades and benchmarks in grades 3-5. Reading groups and literacy centers are used according to phonic and fluency levels. We also have one on one tutoring, enrichment,and test talks with our students. Reading personnel works with the lowest scoring children on skills not mastered.
Samantha, Cherie, and I all work in Henry County so my response will echo theirs. We use DI in all grade levels and in all subjects. At my school we have developed notebooks that house pre-assessments for every skill you can imagine and we believe very strongly in pre-assessing first, dividing up groups based on prior knowledge, and advancing the skills of EVERY group regardless of where they start out. DI has definitely improved our test scores, not just in the number of passes, but also in the percentages of pass advanced scores.
Since there are so many of us in Henry County that use the DI strategies, I will just say that DI is used within my school everyday. We have also been challenged this year to make sure that we get our students to Quad D in their thinking. These are the real life problems and questions that arise from what we teach everyday and how we can use the knowledge and skill we learned to answer those real life problems. Our school incorporates cooperative learning situations within our DI lessons. Cooperative learning groups have allowed each student the opportunity to be the leader in a group objective. This gives all students the confidence to tackle any goal or objective,(even if they feel its a little difficult) and allows them to learn how to interact as a team to accomplish the same goals. Students also learn that not everyone gets to the same answers the same way. But that there are multiple ways to get the same answer.
My school is the picture of differentiated instruction. I teach 4th through 8th grade students in one classroom. I generally have one or two students from each grade. The students only stay for a short period of time. Unless, they have been sent to me numerous times throughout the year. Then I keep them for the remainder of the school year. I have an aide who helps me. We keep each student on the same academic schedule as their regular class, so their assignments come from their teachers. I currently teach 35 subjects. The older students have to work more independently than the younger ones. It is chaotic sometimes, but I love what I do. It is never boring, sometimes it is stressful though.
I would love to be in a school that had multiage grouping. Now, I am up the this challenge?????????
Our school works a great deal on differentiated instruction. There are many strategies being used in our building. Within my reading classes we have small group time. This allows for use of leveled text that will best meet the needs of students. We are also making wise use of our Project Graduation money with the use of tutors. This allows for more individualized instruction. Cooperative grouping is done a great deal in math and science classes.
Our schools use differentiated instruction very well. We provide before and after school tutoring in nearly all subjects. Math and Science classes both promote multiage grouping, with some in social science classes. Our county is committed to professional develoment in this area as we generally have 1 to 2 PD days annually concerning differentiated instruction.
Differentiation appears to be used more at the elementary level than at the secondary level in my division. In elementary schools, students are grouped based on ability for both reading and math. This allows for individualized instruction for each group. At the secondary level, students are expected to learn the material reagrdless of their ability or learning style. The only differentiated instruction I am aware of are the students who recieve extra help in Math and English during PE and elective time through our RTI process. I am unaware of differentiation in individual classrooms, othe rthan inclusion.
I will take our middle school for this example. WE have a combined 5th, 6th, 7th, and 8th grade health class. I have to have lesson plans for each grade level and books for each student in that grade level. I differeniate by usually introducing the same general topic, i.e., the body systems, then we take some notes and I break them up into grade levels for thier different activites for the day.
Our school uses a differentiated instruction like all the schools in Henry County. Our schools also uses a team of teachers who are the differentiated instruction team. They evaluate and offer suggestions if needed. More individualized instruction is a key component.
As sated above,differentiated instruction can be seen easier at the elementary level than at the secondary level. However, that does not mean that it does not exist at the secondary level. Many teachers group students by ability to work cooperatively in class. Additionally, while classes are based on the subject, different structures and levels are available
In order to meet the learning needs and abilities of all students’ differentiated instruction is implemented in every classroom. Teachers are provided with continuous professional development on differentiated instruction through PD360.
The schools in my division are continuously implementing opportunities for cooperative learning to take place through heterogeneous grouping within the classrooms, especially in the elementary levels. Grouping students not on abilities but with different strengths and weaknesses to work cooperatively on different assignments whether it's a writing assignment, reading assignment, math, etc. Also, teachers are expected to differentiate instruction on a daily basis. With more and more students with special needs, teachers are aware that they need to differentiate to meet these student's needs. As Angela said, we too, are providing staff development on this topic frequently.
Donna Fortune Our school system requires teachers to differentiate instruction in multi-needs classrooms everyday. But I would have to say, that it is most prevalent in the elementary grades. Staff Development for it is cyclical. Every few years it is offered in whatever new form it has reappeared. Kagan is the most prevalent in our county.
In my school DI is the only way to teach, we have multiple ages/grades in each classroom and each students has his/her on specific learning needs... it is impossible to teach without the use of DI. I use it for every subject.
The most exposure I have to differentiated instruction in how instruction in general occurs at my alternative high school. I was interested to read in the chapter’s review of current happenings in education, that alternative programs were listed, considering how varied they are and I was even more interested to read that my school is not really considered “alternative” according to the National Consortium for Option in Public Education. That being said, I feel as though teachers who work in my school, in general seem to be better at differentiating instruction than in local traditional schools. That statement is not meant to offend any traditional teachers, but I hear so often from students that they were truant because they felt like their teachers didn’t “get” them so they just stopped going to school.
Differentiation is the focus of our admin right now. We have plenty of professional development going on to help implement it. It is a wonderful thing. We do not have many oppurtunities for differentiation in terms of grade level or age in our middle school school but it exists in our high school.
Our school uses a variety of differentiation instruction in the classroom through small groups, remediation groups, and use of funds for tutors for students who need more individualized instruction with a skill. In some of the grades, the reading classes and math classes are ability grouped.
I believe any teacher who has taught an elective course at the secondary level has dealt with multiage grouping ... actually, some core classes deal with this phenomenon as well because of retention due to failure. Sometimes it works; sometimes it doesn't. I think maturity levels come into play in situations in which, say, for example, a freshman is in a class full of juniors and seniors. A type of 'survival of the fittest' takes place because the older students do not usually accept the younger student -- unless that student is extremely mature. Furthermore, a few years ago, differentiated instruction seemed to be the 'by-word' in our school system. Some teachers embraced this concept while others did not. Change is generally not readily accepted in situations because some teachers see 'new' programs as meaning more work, so it is doomed to failture from the get-go because it isn't given a chance.
Our school uses many different forms of differentiated instruction. The most common that I see are peer tutoring, modified assignments, remediation groups before and after school, and one on one instruction when possible. We just attended a county wide staff development on differentiation. Our teachers got a lot of great ideas that I hope to see in the classroom soon.
The school that I serve uses more differentiated instruction. In the past few months we have been given "tutors" for reading in grades K-3. They are able to take any student that is struggling day to day and work with them on whatever area of reading/language that the student is struggling with. My sister school, received "tutors" for reading and for Math..the math is for grades 6-8.
I do not work for a school system but work within school systems. We often get requests for assistance in implementing differentiated instruction and find that the schools requesting such assistance recognize that the one size fits all approach hasn't worked for some time. However, as the text states, new approaches and strategies can themselves become rigid, which is why you might see some push back to DI as indicated in previous postings. If you don't continue to evaluate your methods, you are adding to the problem rather than addressing it.
In my classroom, I use quite a bit of cooperative learning/grouping. Four days each week, my students work in small groups in literacy workstations. Students are grouped homogeneously for this work. During other times, I use heterogeneous groups, sometimes even allowing them to choose their own groups.
My school uses multiage grouping for Math, Social Studies, and Foreign Language classes. After students have completed the 8th grade requirement for Math they can choose differnet tracks in which they will follow for the Math courses and these classes involve students from different grades. For social studies and foreign language classes, students take the classes they need at the age they feel ready and when they particular classes fit into their schedule. There are many of these classes that have different age students in them. I teach in a middle/high complex school so in some classes there are even mixture of high school and middle school students.
As most of my Henry County colleagues have mentioned, differentiated instruction is the main focus in our county. We have a group of DI leaders in each building along with a DI coach that gcomes to visit and help with lessons on a scheduled basis. The goal is individualized instruction for all learners and providing the content in a way that all children will understand.
Multiage grouping is not used in my school, however we all are expected to be differentiating our instruction. We have small groups for different subjects, tutors, inclusion,and remediation time throughout each grade.
Differentiated instruction is very important in our school system. Each teacher is shown different ways to differentiate instruction using the smart board, worksheets, discussion topics. Since I do not teach an SOL class, differentiated instruction really helps my students learn my subject but also helps them with their test taking and note taking skills for other content areas.
The only multi-age grouping at my school is withing ESOL. The third, fourth and fifth grade "nonspeakers" are grouped together during one period a day because their language objectives are the same. My school is very strict about teaching grade level material to the appropriate grade level. Differentiated instruction is assumed to be practiced in every classroom. There is no mention of it or prof. development as it is the norm. The end result is that the students master the curriculum objectives through whatever instruction necessary and then transfer that mastery to the SOL assessment.
My school implements multiage grouping, cooperative learning, and differentiated instruction based on the need to provide effective instruction to all students. We use rubrics with students choices for assignments and grades, learning circles in which the teacher facilitates.
Differentiated instruction seems to be very popular in reading some of the other posts. My school has also invested in DI. Although DI is expected in our inclusion classes it is also encouraged in all classes. Even in our honors, Advanced Placement, and Dual-Credit classes where the students are all higher level, it is necessary to differentiate.
Differentiated has been a top priority within the county for a number of years. One can see this form of instruction in my school through a variety of teaching methods and practices implemented on a daily basis. Thus, this movement is also useful because of the wide range of engagements available to students on a daily basis.
Multiage occurs in my school in a variety of ways: the band program includes classes of multiage groups, the exploratory/electives classes provides for further opportunities for multiage grouping, and the foreign language program offers opportunties for multiage grouping. Cooperative learning is not a school-wide initiative to improve teaching strategies, but I know that a few teachers apply the use of cooperative learning to their lessons. Differentiated learning has become a consistent strategy for the reduction of student misbehavior and improvement of performance by studens in our classrooms.
I'm right there with all the Henry County people in the fact that Henry County uses differentiated instruction (DI). There is a DI coach that comes into each school once a month. They come in to give ideas and help create lesson plans that are differentiated.
We use multiage grouping in our math courses. Differentiated instruction and cooperative learning are used in many classrooms as deemed appropriate by individual teachers.
As Kelly mentioned above, multiage grouping takes place in our math classes. Differentiated instruction and cooperative learning is on an individual basis. I have found in our science classes cooperative learning takes place much more often than many other subjects. Most of the teachers in our school use differentiated instruction, but there are still the few who only use direct/lecture instruction.
DI is a must in Henry County. It is expected to be utilized in all classrooms as much a possible. All teachers have received training in and all schools have a DI team to support and facilitate the process. Teachers submit lessons that go into our countywide DI lesson bank.
My school division strongly encourages differentiated instruction and is in the process of moving to a block scheduling model where cooperative learning and flex grouping will be a must.
in terms of multi-age, we see that more in upper level math at the middle school. Sixth grade students who qualify based on multiple criteria are offered the opportunity to register for Algebra I. Registration for Algerba I in seventh grade is open to any students wanting to take it as long as they maintain a C average in the class. As a result our Algebra I and Geometry classes at the middle school contain sixth, seventh, and eighth graders. That is also a facet of our differentiation. By implementing RTI at both elementary and middle schools, we re able to differentiate instruction based on student need; however, we still have a lot of work to do in this area.
Differentiated instruction has been very important to our school and school division for years. We have had numerous staff development opportunities to provide teachers with ways to reach all learners. It is our goal to meet the needs of all students by providing them with differentiated lessons based on readiness, interest and learning style. We have DI coaches to look over lessons and provide feedback within our schools, as well as meet with faculty to continue staff development when it is necessary.
ReplyDeleteMy school division has a vision to meet the needs of all learners. The focus on instruction in HCPS is DI. We have monthly professional development opportunities, we have a DI coach that is there to inform us on the best methods of DI to use, as well as, DI coaches in our buildings to utilize. There is a website to use of DI lessons that have already been taught by out colleagues that we can use.
ReplyDeleteMost differentiated learning takes place during math and reading. Our school does flexible grouping according to PALS scores in the lower grades and benchmarks in grades 3-5. Reading groups and literacy centers are used according to phonic and fluency levels. We also have one on one tutoring, enrichment,and test talks with our students. Reading personnel works with the lowest scoring children on skills not mastered.
ReplyDeleteSamantha, Cherie, and I all work in Henry County so my response will echo theirs. We use DI in all grade levels and in all subjects. At my school we have developed notebooks that house pre-assessments for every skill you can imagine and we believe very strongly in pre-assessing first, dividing up groups based on prior knowledge, and advancing the skills of EVERY group regardless of where they start out. DI has definitely improved our test scores, not just in the number of passes, but also in the percentages of pass advanced scores.
ReplyDeleteSince there are so many of us in Henry County that use the DI strategies, I will just say that DI is used within my school everyday. We have also been challenged this year to make sure that we get our students to Quad D in their thinking. These are the real life problems and questions that arise from what we teach everyday and how we can use the knowledge and skill we learned to answer those real life problems. Our school incorporates cooperative learning situations within our DI lessons. Cooperative learning groups have allowed each student the opportunity to be the leader in a group objective. This gives all students the confidence to tackle any goal or objective,(even if they feel its a little difficult) and allows them to learn how to interact as a team to accomplish the same goals. Students also learn that not everyone gets to the same answers the same way. But that there are multiple ways to get the same answer.
ReplyDeleteMy school is the picture of differentiated instruction. I teach 4th through 8th grade students in one classroom. I generally have one or two students from each grade. The students only stay for a short period of time. Unless, they have been sent to me numerous times throughout the year. Then I keep them for the remainder of the school year. I have an aide who helps me. We keep each student on the same academic schedule as their regular class, so their assignments come from their teachers. I currently teach 35 subjects. The older students have to work more independently than the younger ones. It is chaotic sometimes, but I love what I do. It is never boring, sometimes it is stressful though.
ReplyDeleteI would love to be in a school that had multiage grouping. Now, I am up the this challenge?????????
ReplyDeleteOur school works a great deal on differentiated instruction. There are many strategies being used in our building. Within my reading classes we have small group time. This allows for use of leveled text that will best meet the needs of students. We are also making wise use of our Project Graduation money with the use of tutors. This allows for more individualized instruction. Cooperative grouping is done a great deal in math and science classes.
Our schools use differentiated instruction very well. We provide before and after school tutoring in nearly all subjects. Math and Science classes both promote multiage grouping, with some in social science classes. Our county is committed to professional develoment in this area as we generally have 1 to 2 PD days annually concerning differentiated instruction.
ReplyDeleteDifferentiation appears to be used more at the elementary level than at the secondary level in my division. In elementary schools, students are grouped based on ability for both reading and math. This allows for individualized instruction for each group. At the secondary level, students are expected to learn the material reagrdless of their ability or learning style. The only differentiated instruction I am aware of are the students who recieve extra help in Math and English during PE and elective time through our RTI process. I am unaware of differentiation in individual classrooms, othe rthan inclusion.
ReplyDeleteI will take our middle school for this example. WE have a combined 5th, 6th, 7th, and 8th grade health class. I have to have lesson plans for each grade level and books for each student in that grade level. I differeniate by usually introducing the same general topic, i.e., the body systems, then we take some notes and I break them up into grade levels for thier different activites for the day.
ReplyDeleteOur school uses a differentiated instruction like all the schools in Henry County. Our schools also uses a team of teachers who are the differentiated instruction team. They evaluate and offer suggestions if needed. More individualized instruction is a key component.
ReplyDeleteAs sated above,differentiated instruction can be seen easier at the elementary level than at the secondary level. However, that does not mean that it does not exist at the secondary level. Many teachers group students by ability to work cooperatively in class. Additionally, while classes are based on the subject, different structures and levels are available
ReplyDeleteIn order to meet the learning needs and abilities of all students’ differentiated instruction is implemented in every classroom. Teachers are provided with continuous professional development on differentiated instruction through PD360.
ReplyDeleteThe schools in my division are continuously implementing opportunities for cooperative learning to take place through heterogeneous grouping within the classrooms, especially in the elementary levels. Grouping students not on abilities but with different strengths and weaknesses to work cooperatively on different assignments whether it's a writing assignment, reading assignment, math, etc.
ReplyDeleteAlso, teachers are expected to differentiate instruction on a daily basis. With more and more students with special needs, teachers are aware that they need to differentiate to meet these student's needs. As Angela said, we too, are providing staff development on this topic frequently.
Donna Fortune
ReplyDeleteOur school system requires teachers to differentiate instruction in multi-needs classrooms everyday. But I would have to say, that it is most prevalent in the elementary grades. Staff Development for it is cyclical. Every few years it is offered in whatever new form it has reappeared. Kagan is the most prevalent in our county.
In my school DI is the only way to teach, we have multiple ages/grades in each classroom and each students has his/her on specific learning needs... it is impossible to teach without the use of DI. I use it for every subject.
ReplyDeleteThe most exposure I have to differentiated instruction in how instruction in general occurs at my alternative high school. I was interested to read in the chapter’s review of current happenings in education, that alternative programs were listed, considering how varied they are and I was even more interested to read that my school is not really considered “alternative” according to the National Consortium for Option in Public Education. That being said, I feel as though teachers who work in my school, in general seem to be better at differentiating instruction than in local traditional schools. That statement is not meant to offend any traditional teachers, but I hear so often from students that they were truant because they felt like their teachers didn’t “get” them so they just stopped going to school.
ReplyDeleteDifferentiation is the focus of our admin right now. We have plenty of professional development going on to help implement it. It is a wonderful thing. We do not have many oppurtunities for differentiation in terms of grade level or age in our middle school school but it exists in our high school.
ReplyDeleteOur school uses a variety of differentiation instruction in the classroom through small groups, remediation groups, and use of funds for tutors for students who need more individualized instruction with a skill. In some of the grades, the reading classes and math classes are ability grouped.
ReplyDeleteI believe any teacher who has taught an elective course at the secondary level has dealt with multiage grouping ... actually, some core classes deal with this phenomenon as well because of retention due to failure. Sometimes it works; sometimes it doesn't. I think maturity levels come into play in situations in which, say, for example, a freshman is in a class full of juniors and seniors. A type of 'survival of the fittest' takes place because the older students do not usually accept the younger student -- unless that student is extremely mature. Furthermore, a few years ago, differentiated instruction seemed to be the 'by-word' in our school system. Some teachers embraced this concept while others did not. Change is generally not readily accepted in situations because some teachers see 'new' programs as meaning more work, so it is doomed to failture from the get-go because it isn't given a chance.
ReplyDeleteOur school uses many different forms of differentiated instruction. The most common that I see are peer tutoring, modified assignments, remediation groups before and after school, and one on one instruction when possible. We just attended a county wide staff development on differentiation. Our teachers got a lot of great ideas that I hope to see in the classroom soon.
ReplyDeleteThe school that I serve uses more differentiated instruction. In the past few months we have been given "tutors" for reading in grades K-3. They are able to take any student that is struggling day to day and work with them on whatever area of reading/language that the student is struggling with. My sister school, received "tutors" for reading and for Math..the math is for grades 6-8.
ReplyDeleteI do not work for a school system but work within school systems. We often get requests for assistance in implementing differentiated instruction and find that the schools requesting such assistance recognize that the one size fits all approach hasn't worked for some time. However, as the text states, new approaches and strategies can themselves become rigid, which is why you might see some push back to DI as indicated in previous postings. If you don't continue to evaluate your methods, you are adding to the problem rather than addressing it.
ReplyDeleteIn my classroom, I use quite a bit of cooperative learning/grouping. Four days each week, my students work in small groups in literacy workstations. Students are grouped homogeneously for this work. During other times, I use heterogeneous groups, sometimes even allowing them to choose their own groups.
ReplyDeleteMy school uses multiage grouping for Math, Social Studies, and Foreign Language classes. After students have completed the 8th grade requirement for Math they can choose differnet tracks in which they will follow for the Math courses and these classes involve students from different grades. For social studies and foreign language classes, students take the classes they need at the age they feel ready and when they particular classes fit into their schedule. There are many of these classes that have different age students in them. I teach in a middle/high complex school so in some classes there are even mixture of high school and middle school students.
ReplyDeleteAs most of my Henry County colleagues have mentioned, differentiated instruction is the main focus in our county. We have a group of DI leaders in each building along with a DI coach that gcomes to visit and help with lessons on a scheduled basis. The goal is individualized instruction for all learners and providing the content in a way that all children will understand.
ReplyDeleteMultiage grouping is not used in my school, however we all are expected to be differentiating our instruction. We have small groups for different subjects, tutors, inclusion,and remediation time throughout each grade.
ReplyDeleteDifferentiated instruction is very important in our school system. Each teacher is shown different ways to differentiate instruction using the smart board, worksheets, discussion topics. Since I do not teach an SOL class, differentiated instruction really helps my students learn my subject but also helps them with their test taking and note taking skills for other content areas.
ReplyDeleteThe only multi-age grouping at my school is withing ESOL. The third, fourth and fifth grade "nonspeakers" are grouped together during one period a day because their language objectives are the same. My school is very strict about teaching grade level material to the appropriate grade level. Differentiated instruction is assumed to be practiced in every classroom. There is no mention of it or prof. development as it is the norm. The end result is that the students master the curriculum objectives through whatever instruction necessary and then transfer that mastery to the SOL assessment.
ReplyDeleteMy school implements multiage grouping, cooperative learning, and differentiated instruction based on the need to provide effective instruction to all students. We use rubrics with students choices for assignments and grades, learning circles in which the teacher facilitates.
ReplyDeleteDifferentiated instruction seems to be very popular in reading some of the other posts. My school has also invested in DI. Although DI is expected in our inclusion classes it is also encouraged in all classes. Even in our honors, Advanced Placement, and Dual-Credit classes where the students are all higher level, it is necessary to differentiate.
ReplyDeleteDifferentiated has been a top priority within the county for a number of years. One can see this form of instruction in my school through a variety of teaching methods and practices implemented on a daily basis. Thus, this movement is also useful because of the wide range of engagements available to students on a daily basis.
ReplyDeleteMultiage occurs in my school in a variety of ways: the band program includes classes of multiage groups, the exploratory/electives classes provides for further opportunities for multiage grouping, and the foreign language program offers opportunties for multiage grouping. Cooperative learning is not a school-wide initiative to improve teaching strategies, but I know that a few teachers apply the use of cooperative learning to their lessons. Differentiated learning has become a consistent strategy for the reduction of student misbehavior and improvement of performance by studens in our classrooms.
ReplyDeleteI'm right there with all the Henry County people in the fact that Henry County uses differentiated instruction (DI). There is a DI coach that comes into each school once a month. They come in to give ideas and help create lesson plans that are differentiated.
ReplyDeleteWe use multiage grouping in our math courses. Differentiated instruction and cooperative learning are used in many classrooms as deemed appropriate by individual teachers.
ReplyDeleteAs Kelly mentioned above, multiage grouping takes place in our math classes. Differentiated instruction and cooperative learning is on an individual basis. I have found in our science classes cooperative learning takes place much more often than many other subjects. Most of the teachers in our school use differentiated instruction, but there are still the few who only use direct/lecture instruction.
ReplyDeleteDI is a must in Henry County. It is expected to be utilized in all classrooms as much a possible. All teachers have received training in and all schools have a DI team to support and facilitate the process. Teachers submit lessons that go into our countywide DI lesson bank.
ReplyDeleteMy division implements DI in each classroom. In fact every lesson plan we create is to have DI for all the diverse learners we have.
ReplyDeleteMy school division strongly encourages differentiated instruction and is in the process of moving to a block scheduling model where cooperative learning and flex grouping will be a must.
ReplyDeletein terms of multi-age, we see that more in upper level math at the middle school. Sixth grade students who qualify based on multiple criteria are offered the opportunity to register for Algebra I. Registration for Algerba I in seventh grade is open to any students wanting to take it as long as they maintain a C average in the class. As a result our Algebra I and Geometry classes at the middle school contain sixth, seventh, and eighth graders. That is also a facet of our differentiation. By implementing RTI at both elementary and middle schools, we re able to differentiate instruction based on student need; however, we still have a lot of work to do in this area.
ReplyDelete