Co-Teaching for Success

Assessment, Flexible Grouping, and Differentiated Instructional StrategiesPresented by:Tina Spencer, T/TAC SpecialistLee Anne Sulzberger, T/TAC Specialist http://education.wm.edu/centers/ttac/ 1Differentiation of Instructionis a teachers response to learners needs Guided by general principles of differentiation, such asFlexible groupingOngoing assessmentandadjustmentRespectful tasks2Teachers can differentiateContentProductProcessAccording to studentLearningStyleInterestsReadiness3Cannot Be DifferentiatedExampleCan Be DifferentiatedExampleStandards5.4 The student will expand vocabulary when reading using context to clarify meaning of unfamiliar words and phrasesResources(Content)Leveled textsChoice of materialsEssential Under-standing5.4 All students should apply knowledge of word structure and context clues to determine the meanings of unfamiliar wordsTeaching Strategies(Process)Using mnemonics Following a specific processGuiding Questions5.4 How can students continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words?Learning Activities(Product)Design a poster of word familiesBuild a model representing a word (Frayer Model)Complete word sortsSkills5.4 Students knowledge of:Letter-sound correspondencesSyllabication patternsRootsWord originsAssessments(Product)Summary paragraphsGroup presentationsVocabulary journals

Adapted from Glass (2012, December).

4The Instructional Assessment Model1.What does the student know?2. What can the student do?3. How does the student think?4. How does the student approach what he or she is unsure of?5. As a teacher, what do I do now? (Gravois & Gickling, 2002)5Formal Assessments

6Levels of InstructionAssess on students Instructional Level to determine known skillsLevels

Comprehension (unaided)Rehearsal & Practice (unaided)Independent

98-100%90-100% material knownInstructional

93-97%70-85% material knownFrustration