Data Driven Instruction: Resources

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In this final post of the "Data Driven" series, we are looking at...DATA! 

Results from a recent survey revealed: 

52% of HighMark teachers reported that they "look at data consistently and frequently throughout a unit" with the intention of adjusting instruction. 

22% of HighMark teachers reported that they "consistently provide students with differentiated options" in their lesson designs. 

I love that we have so many teachers at our school who have the knowledge about this best practice and the skills and experience to know what and how to track student data. I also love that we have 22% who consistently differentiate (and I LOVE seeing this in action in classrooms!); however, since many of you know how to look at data and you do so with the intention of taking the next step to adjust instruction, I have to examine why less are regularly providing the differentiation. Knowing that there is a implementation gap, it seemed like a compilation of research based resources would be the best way to round out this blog series. 

1️⃣ Differentiation, simplified. 

Maybe you are not differentiating your instruction because it feels too overwhelming? Too big of an ask? Maybe think again! Differentiation doesn't have to be complicated. After watching this short video, you might realize that you are, in fact, doing it more frequently and consistently than you think! 


2️⃣ Differentiation slaps...no cap 😅

Maybe you are not sold on the effectiveness of a differentiated classroom? Follow the facts...

Summary of Research Studies

  • Small groups with targeted instruction is the most beneficial way to reach students with learning disabilities. 
  • Supplemented curriculum and purposeful grouping was most effective for keeping high ability students challenged. 
  • Differentiated instruction is the best way enable all students -from learning disabled to gifted- and to provide an appropriate education within the most inclusive environment. 
  • Flexible grouping has been shown to significantly improve math performance. 
  • Classrooms with flexible grouping, choice of learning tasks, and self-selected reading time all have shown improved decoding, phonics, and comprehension skills (and in student attitude) in elementary and middle school ELA. 

3️⃣ Just do it. 

Maybe you're not sure where to start or you're afraid it will be a crash and burn situation, but let me tell you that 3 star ⭐️⭐️⭐️ differentiation is still better than no differentiation. Even the best teachers had to start somewhere and I guarantee they didn't get it exactly "right" on the first try. In our business, it's about taking the first step and then one foot in front of the other from there until you're ready to run with something that you and your students love. If you need some ideas, here are some top tips from leading expert Carol Ann Tomlinson:

  • Differentiation is adjusting the content, the process, and/or the product.
  • There is no one-size-fits-all to differentiating your classroom. 
  • Focus on the essential skill or the objective and then determine the best path for different students to get there, eliminating or modifying specific items along the way. 
  • Respond to student differences such as learning style, prior knowledge, interest, or level of engagement. 
  • Flexible groups = groups by interest, topic, or ability
  • Integrate frequent and meaningful assessments (data points) with instruction. 
  • Continually assess, reflect, and adjust your processes as you go!
BONUS: 
🙋‍♀️ Pick me! If you need help getting started, I'm happy to hook you up with teachers who are already implementing these practices successfully or it's me, hi, I'm the [resource], it's me. It's literally my job (and passion) to help you create the classroom of your dreams. I am your partner in collaboration and I believe that YES YOU CAN! If you are committed to the process, there is nothing you can't achieve with the right level of support. 

This might be just a fun fact, but differentiation is one of my teaching strengths. I was lucky enough to student teach in a multi-grade classroom (1st, 2nd, and 3rd grade students all in one self contained room) and all we did all day long was differentiate. I really have never known any other way to structure my classroom. I was a 21 year old know-nothing, running 3 separate curriculums in every subject block. I think back now to how confusing and scary it really should have been, but because that's the way I was trained, it just made sense. In every one of my classrooms throughout the years, I've always had a minimum of 3 flexible groups that I design my lessons around. With these practices, I was named "First Year Teacher of the Year" for my school district and earned multiple awards for my students % of annual growth in the following years. When I talk about these things- these strategies and instructional practices, it's because I have seen the benefits first hand and I have experience implementing all of it with fidelity. I have had nothing but success with student grouping, learning stations/centers, and differentiation both in person and in virtual school (yes, even during the pandemic- 100% of my 4th grade students made yearly annual growth or better- probably one of my proudest accomplishments).  

I promise I'm not tooting my own horn here. My point is that I will always be straight with you if I don't know something, but I know data driven instruction and I know how differentiation can work for both the teacher and the students. The End. 

Catch up: