Reach Associates
Supporting Differentiated Instruction
in the Classroom
OpportunityCulture.org
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Do Now
What would help you answer this question?
“Why do sunflowers always face the sun?”
Image source: https://www.scienceabc.com/nature/sunflowers-always-face-follow-sun.html
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Learning Objectives
During this session, participants will…
• Learn what to consider when supporting all
students with differentiated instruction in the
classroom and how your RA role can support
differentiation.
• Practice a strategy and identify a resource for
differentiation that you and your team of
teachers can apply in the classroom.
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What is Differentiating Instruction?
Differentiating is tailoring instruction to meet students’ individual
needs.
Focused
A way of
on
students
teaching
learning
Gives
Recognizes
options for
taking in
information
diverse
learners
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Improves
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Adapted from:
Tomlinson, C. A.
(2014). The
Differentiated
Classroom:
Responding to
the Needs of All
Leaders
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Think—Pair— Share
Image source: http://www.teachthought.com/pedagogy/the-definition-of-differentiated-instruction/?crlt_pid=camp.aHEOcIFZA9IK
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How Can Teacher Teams Support
Differentiating Instruction?
Role of MCLs, direct-reach
teachers, team teachers
Develop lesson plans
intentionally with
differentiated instruction
Potential
Potential Role
Role of
of Reach
Reach Associate
Associate
 Provide input about learners
 Prepare materials before class
Carry out aspects of lesson plans
 Use and create tools to effectively
manage a differentiated classroom
Use assessment and other  Collect assessment data
 Enter into tracking systems
student data to drive
differentiated instruction  Highlight areas to address
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What to Consider When Supporting
Differentiated Instruction
Environment
“Looking at Learning Profiles
ENVIRONMENT
maps when I
“Lying on
the carpet
during
reading
helps me
relax.”
ENVIRONMENT
Readiness
learn helps me
see what we’re
talking about!”
Interest
“I feel supported
when Ms. Kay
helps me with
math by myself.”
Adapted from: McCarthy, J. (February 6, 2015). Differentiation Is Just Too Difficult: Myth-Busting DI Part 3. Edutopia. Retrieved from:
http://www.edutopia.org/blog/differentiated-instruction-myth-too-difficult-john-mccarthy and Tomlinson, C. The Differentiated
Classroom: Responding to the Needs of All Leaders, 2nd edition, ACSD, 2014
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Jigsaw: Supporting Differentiation Strategy
What is it?
• Collaborative learning strategy
• Creates home groups of students,
dividing them into specialized
groups to “dive in” to a topic, then
return back to home groups to
share
• Fosters positive interdependence
in the classroom with each
participant, which is essential
Photo Source: Creative Commons License
https://openclipart.org/detail/172877/puzzle
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Adapted from: Aronson, E., & Patnoe, S. (2011Cooperation in the
Classroom: The Jigsaw Method (3rd ed.). London: Pinter &
Martin Ltd. and https://www.jigsaw.org
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Jigsaw:
A Strategy for Understanding Texts
Video Source: Teaching Channel
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Jigsaw: Supporting Differentiation Strategy
STEP 1: Each person at the table chooses a different
colored puzzle piece
STEP 2: Read the handout and brainstorm examples
STEP 3: Join your puzzle piece group and answer
guiding questions
STEP 4: Return to your home group and share
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Jigsaw: Supporting Differentiation Strategy
Learning
Profiles
Environment
Interest
Readiness
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STEP 1:
Each person at the table
choose a differentcolored puzzle piece
(1 minute)
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Jigsaw: Supporting Differentiation Strategy
Learning
Profiles
Environment
STEP 2:
Read the handout and
brainstorm examples
Interest
(10 min)
Readiness
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What to Consider When Differentiating
Instruction?
Environment
Overview
Examples
Students’ comfort in the
classroom’s physical
environment
Readiness
“Lying on
the carpet
during
reading
helps me
relax.”
©2017 Public Impact
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What to Consider When Differentiating
Instruction?
Overview
Overview
Readiness
Examples
Examples
Students’ perceptions of
themselves and the
curriculum
Students’ physical state
“I feel supported
when Ms. Kay
helps me with
math by myself.”
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Students’ academic
readiness
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What to Consider When Differentiating
Instruction?
Learning
Profiles
Overview
Examples
Students process
understanding in
different ways
“Looking at
maps when I
learn helps me
see what we’re
talking about!”
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•
•
•
•
Visual
Aural
Read/write
Kinesthetic
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What to Consider When Differentiating
Instruction?
Interest
Overview
Examples
Students connect to what
they enjoy
Students have choices to
self-select
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Jigsaw: Supporting Differentiation Strategy
Puzzle Piece Group Guiding Questions
Puzzle Piece Group: Readiness
For this approach to differentiating
instruction…
1. What examples do you have?
2. What is inside and outside of
our control as reach associates?
3. How would you overcome
barriers to using this approach
in the classroom?
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STEP 3:
Join your puzzlepiece group and
answer the guiding
questions
(8 min)
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Jigsaw: Supporting Differentiation Strategy
Learning
Profiles
Environment
STEP 4:
Return to your home
group and share (8 min)
Interest
• What are examples of what your
puzzle piece looks like in the
classroom?
Readiness
• What can you as a reach associate do
to use this differentiation approach in
the classroom to support your teams
of teachers?
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Exit Ticket
Write a tweet (140
characters) about one
way differentiation
can improve student
learning in the
classroom and why.
Image source: https://www.pinterest.com/explore/exit-tickets/
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APPENDIX
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Time for More: Walking Gallery
On each poster, write down an example of how you and your team of
teachers carry out the following in your classroom. If you don’t have an
example, you can create one!
1. Group
students by
common
academic needs
for some
activities
based on
similar skill
level
2.Provide
additional
instruction
to a
students
who struggle
with a skill
3. Give
students
choices
for work
options
4. Explain or
model content
for
understanding
in two or more
approaches
Adapted from: McCarthy, J. Differentiated instruction is
Just Too Difficult: Myth-Busting DI Part 3, Edutopia, 2015
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