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Using Differentiated Instruction

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The object of education is to prepare the young to educate themselves throughout their lives. ~Robert Maynard Hutchins~

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My goal is for every student to learn, grow, succeed, and feel accepted at school. I want students to take pride in their achievements and feel a sense of belonging in our classroom community.

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This goal would not be achieved if every student did the same work, at that same pace, from the same book. We know that students differ greatly in their interests, learning styles, abilities, and prior experiences, so my teaching needs to change accordingly.

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Differentiation is a way of teaching. It is created based on... CONTENT what the student is learning PROCESS activities developed to help with the learning PRODUCTS demonstration of learning +=

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Students learn best if their work is a close match to their own skill level and understanding. This helps students to take responsibility for their own growth and learning.

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The first thing I needed to do was to assess each student in the class. Students were given a high frequency spelling test so that abilities and problem areas could be evaluated. All spelling words which the student knew how to spell already were highlighted. This gave us a great starting point.

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And so Working with Words became our new spelling program with the focus being that each student will grow in understanding and skill.

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A weekly schedule was set up to help each student become a more independent learner.

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Students choose their own spelling words each week. They use their high frequency spelling list, their writing, and words from our focused spelling lessons. They write these words out on cue cards.

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Each student keeps their list words in a pocket chart at the back of the classroom. These lists are always accessible to the student.

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Each week, students are paired up with a buddy in the class. This helps students feel accepted because they are contributing to the success of each others learning. A sense of belonging builds a community in the classroom.

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Students work together for the week. They ask each other their spellings, they help their partner look for patterns in their words, and they help make connections to the lists.

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Students also benefit from computer time using websites like www.spellingcity.com. This site gives the students an opportunity to practice using their words in fun and challenging situations. www.spellingcity.com

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Students also use manipulatives (letters, alphabets, whiteboards) to give them a hands-on approach with their spellings.

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Each week, we focus on one specific area of word work. We review the concept and then brainstorm for all the words which would fit in a particular category.

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Students will be making booklets, organizers, and posters compiling all their word work together. Differentiated assessment identifies a learners needs and strengths.

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Assessment data is necessary to determine if students need more work on a particular skill or if they are ready to move on to new skills.

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Choice boards give students a choice. Each activity is designed to practise and assess a skill or concept. This selection should meet students needs, abilities, and interests.

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Students should know that each assessment tool is designed to gather information for their growth and improvement, both personally and as learners.

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Ongoing feedback and daily check-ins are an essential part of a students progress!

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With their spelling buddies, students are given a quiz of the spelling words on Fridays. The results have been fabulous!

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We celebrate the students successes by highlighting words off of our lists as we are one step closer to achieving our ultimate goal...

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Which is to provide a challenging learning experience for all students so that everyone can achieve success!

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References Chapman, C. & King, R. (2005). Differentiated Assessment Strategies: One Tool Doesnt Fit All. Thousand Oaks, California: Corwin Press, INC. Pinnell, G. & Fountas, I. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann. Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, Virginia: ASCD.