Differentiated Instruction: Grouping for Success » (1st Edition)

This book provides field-tested, research-based routines and procedures that help teachers organize classrooms and differentiate instruction consistently to positively affect student achievement. Tools are included to help teachers group students for instruction, manage whole class and small group instruction, and incorporate flexible grouping practices and repeated practice opportunities that enhance student achievement. Each chapter's content has been designed so that educators may apply the tools immediately in their practice, and each concludes with a list of resources that may be used to extend learning opportunities or support instruction.

Foreword   Sharon Vaughn, Ph.D.     xi
Introduction     xiii
Differentiating Instruction     1
Understanding the Concept of Differentiated Instruction     2
Conceptualizing a New Mind-set about Differentiation     3
Teaching, Then Facilitating Practice     5
Aligning Performance with Common Traits of Highly Successful Schools     6
Developing Skills Sets for Effective Instruction     7
Developing Environments to Enhance Differentiating Instruction     8
Clarifying Teacher Expectations and Requirements     9
Developing an Instruction Management System     9
Assessment and Data Management     11
Data and Paper Management     11
Collecting Data While Teaching and from Work Samples     12
Writing Positive, Personalized, and Proactive Comments     14
Creating Mailboxes for Data and Paper Management     14
Establishing Routines for Paper Management     15
Developing Public Mailboxes     15
Using Private Mailboxes     16
Assigning Mailbox Monitors     17
Using Do/Done Folders to Organize Students' Daily Work     17
Grouping for Instruction     21
Grouping Practices andPatterns     22
Improving Student Outcomes with Small Group Instruction     23
Varying Grouping Patterns Using Similar or Mixed Skill Groups     24
Grouping Students Homogenously     24
Grouping Students Heterogeneously     25
Subdividing the Whole Class into Smaller Groups Using Partnering     25
Incorporating Flexible Grouping     26
Using Whole Class and Small Group Skills-Focused Lessons     26
Reassigning Group Memberships as Student Data Indicates     26
Selecting Group Sizes     27
Optimum Group Sizes     28
Grouping for Compatibility and Cooperation     30
Organizing Classrooms and Schedules     33
Assigning Jobs in the Classroom Community     33
Teaching Expectations for Classroom Collaboration     35
Strategically Selecting Students for Jobs the First Week     37
Organizing the Classroom Environment     38
Designating an Area for a Teaching Table     38
Designating an Area for a Worktable     41
Creating Workstations to Extend Practice     43
Adjusting Mind-sets about Workstations     44
Adjusting How Workstations Are Used     44
Assigning Different Activities at Workstations as Needed     45
Choosing Workstation Activities     46
Varying the Use of Workstations     47
Organizing Materials for Workstations     48
Labeling Workstations and Regulating Attendance     49
Changing How Instruction Is Delivered     50
Monitoring the Use of Instructional Time     50
Using Sample Daily Schedules to Help Organize Instructional Time     52
Extending Grouping to All Day or Modifying Schedules for Special Events     55
Monitoring Instructional Pacing     56
Rotation Charts and Flexible Grouping     59
Creating Routines and Procedures with a Rotation Chart     59
Developing a Rotation Chart     60
Helping Students Identify Group Assignments     60
Modeling How to Read a Rotation Chart     61
Setting Routines for Group Participation     63
Allow Choices after Routines Are Established     63
Adjust the Rotation Chart to Reflect Activity Changes     64
Using a Rotation Chart for Flexible Grouping     65
Modify the Rotation Chart to Respond to Needs     67
Using a Circular Rotation Chart to Guide Students     68
Encouraging Student Decision Making and Tutoring     70
Establish Routines for Transitions     70
Use Student Contracts     71
Coaching for Success     75
Coaching Is Needed for Differentiated Instruction     75
Coaching     75
A Framework for Coaching: Sails     76
Coaching Differentiated Instruction     77
What Is the Knowledge Base for Coaching?     77
What Is the Skill Base for Coaching?     78
Goals for Coaching     78
Getting Started     79
Plan of Action: The First Weeks of School     81
Week 1     81
Week 2     83
Week 3     83
Week Four and the Remainder of the Year     84
Frequently Asked Questions (FAQs)     87
Suggestions for Getting Started     89
Teaching Tips     91
Checklist for Monitoring Instructional Time (C-MIT)     94
Checklist for Monitoring Classroom Environment     95
Teacher/Classroom Observation Report (T-COR)     96
Plan of Assistance for Personal and Professional Development     98
Expectations and Support for Employee     99
Graphic Organizer for Daily or Weekly Overviews     100
References     107
Index      111