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Chapter 9 Summary: Differentiating Large- and Small-Group Instruction -…
Chapter 9 Summary:
Differentiating Large- and Small-Group Instruction
Differentiating Large-Group Instruction
All students maintain a sense of community
Oral presentations should always include review, purpose, appropriate sequencing, engaging information, opportunities to respond, examples/images, pauses, and a summary
Collaborative Discussion Teams:
teams respond to discussion questions, react to material, or predict. They must be ready to share and interact within the class
Other ways to foster collaboration: send a problem technique, numbered heads together, think-pair-share
Always provide opportunities to respond to content, teacher asked questions, and ask their own questions
Taking notes allows students to stay engaged
Provide strategic outlines and a framework to support note taking
Strategic note-taking form, listening guide, skeleton/slot/frame outline (guided notes), two-column note-taking
Orally highlight main points, adjust pace of speaking, and pause for emphasis of information
Oral Quizzing:
teacher provides time at end of class to respond to students' questions and to ask questions based on the material presented
Peer note takers and digital technologies - always consider mastery of content, sensitivity to students, and ability to take organized notes
Always good for students to continue practicing their note taking skills and foster engagement in the lesson
Utilize various forms of note taking (and make sure to model and teach them): charts, time line, stepwise/list/bullet points
Foster students' listening skills by providing visual aids, pacing lesson strategically, emphasizing critical points, minimizing distracting activities, asking questions, paraphrasing peer answers
Use verbal and nonverbal cues
Use TALS for active listening (Think, ask why, listen for what, and say to self)
Maintain student attention by having students respond often, presenting material efficiently, and varying the presentation material
Utilize extrinsic and intrinsic motivations
Give clear, explicit, and complete directions
Create a positive learning environment so students wan to learn
Use engaging and meaningful curriculum and activities
Problem-based learning, real-world experiences, community-based opportunities, inquiry-based learning, digital platforms, offer choice-making
Offer movement and breaks throughout the learning
Involve students within the instructional design process
Teacher-Centered Instruction
Identify goals of lesson, big ideas, important concepts, objectives/standards
Helps focus student attention, gain new information/skills, and peak interest (anticipatory set)
Review prerequisite skills and knowledge needed for lesson, task analysis, scaffolding needed, and feedback to provide
Students can complete anticipation guides, do/review homework, bell ringers, or warm-up activities to determine prior knowledge and understanding of the material
Task Analysis:
stating and sequencing parts of a task or learning new material to determine what subtasks must be performed to master the content
Provide numerous models, demonstrates, and examples to emphasis key points, repeat important information, use visual aids and contextual supports and allow for reteaching
Feedback should always be frequent, timely, differentiated and specific
Multiple types of feedback to provide students: corrective, right-only, wrong-only, process, instructive, peer-directed, self-directed, praising, prompting, modeling
Embed numerous opportunities for students to respond
Use mixed practice activities that involve easier and more difficult items to practice/respond to
Academic games (simulations, games, role plays, etc.) can help all students feel connected to the learning and respond to the content being taught
Plan ongoing assessments (check for understandings, formative, summative) to guide teaching and student proficiency
Have all students respond actively and identify main points taught within the lesson
Checks for understanding can happen in multiple ways during instruction
Provide complex and literal forms of questions to allow all students to respond and use cognitive skills. This can also help differentiate instruction!
Determine various ways to allow students to respond to questions presented during instruction: choral responses, response cards, clickers, digital response systems
Utilize explicit instructional sequences to keep students engaged and centered within the learning
Gradual release model: I do, we do, you do
Provide instructional accommodations, supports, and scaffolding for students who need it
Lessons chould be universally designed and culturally responsive
Make sure all activities included within instruction are at students' instructional levels and give them opportunities to make correct responses and get feedback
Modifications and individualizations can be made to student needs
Always end lessons by summarizing and generalizing content taught using exit tickets, progress monitoring, assigning homework, or other assessments
When assigning homework, make sure to model for students effective organizational strategies and collaborate with families to make sure homework gets completed
Cooperative Learning Arrangements
: students work collaboratively with their peers to achieve a shared academic goal rather than working separately from their classmates
Structure the learning environment so group members contribute to the group goal
Extremely helpful for heterogeneous grouping to promote collaboration, respect, self-esteem, and friendship across various groups of student backgrounds
Components of group work
Positive Interdependence
: students understand that they must work together to achieve their goal
Individual Accountability
: each group member is responsible for contributing to the group and learning the material
Reduces the free-rider effect
Face-to-face interactions
Interpersonal skills
Communication skills, seeking assistance, providing feedback, encouraging group members, accepting differences, compromising, managing resources, balancing goals, resolving conflicts
TARGET learning strategy to teach these skills
To help make sure all students are learning communication skills, use round-robin, round table, paraphrase passport, spend a buck or talking chips
Allow students to use role delineation to assign roles for each group member so they all feel included
Group Processing
Work on reflection about group output and self output
Cooperative learning formats
Peer tutoring increases student learning and builds friendships and positive attitudes between both students involved
All students should have opportunities to be the tutor and tutee
Classwide peer tutoring
Jigsaws
Learning together approach
Make sure to provide collaborative learning guidelines so all students are participating and contributing
Differentiating Small-Group Instruction
Group arrangements should constantly be changing based on academic skill, interest, learning strengths, preferences, and socialization
Helps effectively teach and promote inclusive interactions amongst students
Always utilize flexible groupings so students get to work with all their peers
Identify any barriers that students might experience and be ready to incorporate accommodations and scaffolds