Differentiated Instruction That Works for “At Risk” Students: Reaching and Meeting the Need

Format

Individual Presentation

Presenters

Henry TellisFollow

First Presenter's Institution

Montgomery Public Schools

Second Presenter's Institution

n/a

Third Presenter's Institution

n/a

Fourth Presenter's Institution

n/a

Fifth Presenter's Institution

n/a

Location

Session 3 (Westbrook)

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

1. Relevance

I. “HEAD” – Academic Achievement & Leadership

II. “HEART” – Social & Emotional Skills

This workshop relates to the Head and Heart strands in that it provides research based Differentiated Instructional strategies and techniques that are aimed to empower all students the freedom to learn regardless of the learners’ social and emotional status. This workshop provides strategies that are geared toward meeting the learner on his/her academic level of achievement regardless of the level of learning. It will provide educators with necessary tools that will prove beneficial to educators in delivering effective strategic teaching lessons that include center-based instructional strategies.

Brief Program Description

Are you looking for differentiated instructional strategies that reach every student? Come hear how I have learned to meet the learning styles of students in my classroom. This session will provide research-based strategies on how to effectively implement center-based instruction and practical strategies to use in a risk school classroom. Learn how to reach and meet the needs of learners.

Summary

The instructional practices shared in this presentation will help increase student engagement and rigor among students that are aimed to challenge learners who are at risk while at the same time foster a supportive learning environment that encourages all to meet high expectations and ultimately cause learners to experience a heightened level of academic excellence. Meeting learners on his/her academic level is essential in ensuring success for all. Center-based instruction is geared toward being able to reach and meet learners by implementing instructional strategies based on the academic level of the learner. When students are provided levels of instruction that is both relatable and attainable, they become more motivated and excited to learn; thus, reaping new levels of student engagement that increase academic excellence.

Participants will be able to receive a plethora of take-a-ways to include center-based instructional strategies, center ideas that increase student engagement, hands-on demonstrations that show first hand effects of effective center-based instruction on the learner, and hands out with PowerPoint presentations. Participants will also learn how to effectively set up centers based on various learning styles as well as learn how to implement activities that reach these learning styles in an effective and efficient manner. These take-home learning opportunities will prove beneficial when used in at-risk classrooms on a daily or continual basis. One of the keys to promoting academic success is to ignite flames within learners that convince them that they can learn regardless of the socioeconomic background or the extenuating circumstance from which he/she comes. When the flame of excitement is ignited, learners demonstrate the motivation to learn and therefore, reap higher levels of student engagement that result in academic proficiencies being increased.

Evidence

Research has shown that differentiated instruction has proven effective in increased levels of student academic achievement. This increased achievement levels have been proven through student data that includes student data from classroom engagement, teacher in-class test scores, and state assessments. Additionally, classroom observations from administrators have concluded that center-based instructional strategies have been successful in engaging students in relevant and relational activities that both reach and meet the needs of students on his/her academic level. When students are provided lessons and activities that are on his/her level, they are more prone to engage; thus, showing active interest and ownership in his/her learning.

According to research, findings suggest that differentiated strategies of choice and interest play a vital role in achievement and student satisfaction in learning (Dunn, Griggs, Olsen, Beasley, and Gormann, 1995). However, to effectively implement activities that address each learning style, teachers must administer a learning styles inventory to their students. The results from this administration will supply the necessary data needed to adequately determine and provide instruction and activities that would be of most need to the learners in reaching and meeting.

Furthermore, in an effort to bridge the gap in accordance to the No Child Left Behind Act (NCLB), it has become crucial for educators to find techniques and strategies that will reap increased test scores for all learners regardless of the learning style, learning inability, as well as learning ability. Center-based instruction can and will prove beneficial for helping to bridge that gap and therefore, employ educators with the necessary tools to be able to meet and reach; thus, closing the achievement gap.

I have exemplified ten plus years in putting this practice of center-based instruction and differentiated instructional strategies into play within my classroom. Being employed in a Title I school for the tenure of my educational career has afforded me the opportunity to teach students who come from a melting pot of various backgrounds who all have hidden experiences that seep out into their day-to-day lives. It has been essential for me to find ways to cause the students to take those hurdles and challenges, use them as stepping stones to continual success rather than as stumbling blocks to failure, and achieve academic excellence through the use of their bottled-up energy in positive manners through student engagement.

Biographical Sketch

Henry Tellis is a visionary, servant, mentor, motivational speaker, ex-professional football player, and friend. He is actively engaged within his community and within the communities of the students he teaches. Though he is tall in statue, he is a true advocate for those he comes in contact with especially in the arena of academic stability for his students. Throughout his college football career and the subsequent time spent with the NFL, Henry was aware that his purpose extended far beyond yard lines and first downs. His heart never left Montgomery, Alabama, the place where he was born and reared. He constantly sought ways to inspire young people to dream and to believe. Through his mentorship program and motivational football camps, Henry allows his life to be a story that testifies to the ability of anyone being able to overcome despite situations that are beyond their control. Mr. Tellis has over 10 years of experience working in at risk schools and count it a continual joy being able to help at risk youths reach his/her full potential not only in academics but also in life on a whole.

Keyword Descriptors

Academic instruction Brain-based instruction, center based, Instructional technology, data; Differentiated instruction

Presentation Year

2020

Start Date

3-9-2020 3:00 PM

End Date

3-8-2020 4:15 PM

Recommended Citation

Tellis, Henry, "Differentiated Instruction That Works for “At Risk” Students: Reaching and Meeting the Need" (2020). National Youth Advocacy and Resilience Conference. 30.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2020/2020/30