- Adjust whole-group instruction to meet the needs of the entire class.
- Strategically group learners to differentiate instruction based on shared needs.
- Create individual learning pathways to support the needs of each student.
https://practices.learningaccelerator.org/problem-of-practice/data-differentiation-how-do-i-use-data-to-inform-instruction-for-groups-and-individual-students
- Reteaching using new methods, visuals, and scaffolds for understanding the concept.
- Remediating to address any prior skill gaps
- Adjusting pacing to allow enough time for learning with concepts that may require extra time.
- Designing collaborative learning opportunities to allow students to learn from one another.
Reflective Questions: - How can I support every learner through whole-group instruction?
- What data insights might indicate a need for small-group instruction?
- How can I conduct quick checks for understanding during the lesson to make sure students are comprehending the whole-group lesson?
Strategically group learners Data often indicates that students fall within multiple mastery levels and needs. Teachers can use various forms of data to divide students into groups of three to six for more targeted instruction. With leveled, homogenous groups, students can engage in small group instruction with a teacher and participate in student-led learning or work with collaborative tasks. Alternatively, teachers design mixed, heterogeneous groups matching students with different academic and social strengths. Student groups should not be permanent but rather change in order to create flexible grouping based on need. Reflective questions: - What kind of learning activities are best suited to engage students in small groups?
- Which student dynamics should I keep in mind when designing small groups?
- When should I leverage leveled groups versus mixed groups?
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