Differentiated Instruction in the area of Reading Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i... ... middle of paper ... .... (2007). Tips for teaching: Differentiating instruction to include all students. Preventing school failure, 51(3), 49-54. Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann. Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp Servilio, K., L (2009).You get to choose! Motivating students to read through differentiated instruction. Teaching exceptional children plus, 5(5), 2-11. Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhours, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading teacher, 66(4), 303-314. doi:10.1002/TRTR.01123
Milgram, Stanley. “The Perils of Obedience.” Writing and Reading Across the Curriculum. Eds. Laurence Behrens and Leonard J. Rosen. Boston: Longman, 2011. 692-704.
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
Ervin meticulously developed a successful reading instruction incorporating all elements shared on the table. The structure elements Mrs. Ervin incorporated into Brett’s instructional intervention are format, time, and lesson structure. In reference to the article, Mrs. Ervin’s intervention consisted of Guided Reading and scaffolding the instruction. Hence, providing a model reader and gradually releasing the responsibility of work to the student. The intervention consisted of word work, repeated readings, writings, comprehension activities, and listening to the story on tape for homework. The format, time, and structure of the instruction was well established and the teacher did not deviate from the structure, which is absolutely necessary to provide a consistent
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
It targets all the students’ needs without leaving anyone out. Differentiated instruction allows educators to plan activities and lessons that provided a higher order of thinking to their students. This course has provided me with a wealth a knowledge that I can pass on to my co-worker by showing them first hand through learning activities how to differentiate content, process, and product. In the article Moving to Assessment-Guided Differentiated Instruction to Support Young Children 's Alphabet Knowledge by Shanye Piasta, provided a great reason why early childhood educators should differentiate instruction. Piasta,( 2014)
Jaeda’s teacher can use many different models of curriculum differentiation to produce flexible programs that cater for a range of individual differences in the classroom. Being a gifted learner, Jaeda is able to grasp lower level knowledge and skills quickly, and move to skills requiring higher levels of thinking. In general, her teachers needs to design the curriculum for her in such a way that it incorporates acceleration, extension of key concepts, an advanced reading level and the use of higher-order thinking skills (analysis, synthesis, evaluation). She needs a program that will provide her with opportunities to explore and satisfy her curiosities. She is an advanced reader which means she can engage in independent learning through reading.
The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent readers, are critical to success.
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
As individuals, do we learn using one method? Does one method fit all? According to Carol Ann Tomlinson, differentiated curriculum is a way of, “shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1).
Tompkins, G. E. (2010). Becoming an Effective Teacher of Reading. In Literacy for the 21st century: A balanced approach (5th ed.). Boston, Mass: Allyn & Bacon