It can also be time-consuming for teachers. Discover more about Universal Design for Learning. At first, he would just sit there quietly, taking things in. But by middle school, he began to be more vocal about his needs.
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It lets students show what they know in different ways. According to Tomlinson, there are four areas where teachers can differentiate instruction:. In addition to using the kinds of evidence-based strategies listed above, teachers who differentiate instruction often:. A fluid or dynamic method of grouping students. Rather than being set, group membership changes to meet the different needs of the students.
Click here to see the attributes of a traditional classroom contrasted with those of a differentiated classroom.
An evaluation administered to measure student learning outcomes, typically at the end of a unit or chapter. Often used to evaluate whether a student has mastered the content or skill.
In addition to summative assessment, the teachers use formative assessment to guide instruction. A system of providing continual feedback about preconceptions and performances to both learners and instructors; an ongoing evaluation of student learning.
Teachers often have a number of misperceptions about differentiated instruction. Carol Ann Tomlinson addresses two of these time: View Transcript. One is it takes too much time to plan, but the other is it takes too much time in a classroom to differentiate. But the issue in terms of it takes too much time in class is an intriguing one to me because it turns out that differentiation is not what takes extra time in class.
Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills.
Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class.
Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.
Click or Tap the Button Below. Advice on Positive Classroom Management that Works. Advice on Improving your Elementary Math Instruction. The U. Department of Education noted that more than 8 million students in grades 4 through 12 are struggling readers High school students in the lowest 25 percent of their class are 20 times more likely to drop out of school than excellent and proficient learners Carnevale, Gina Biancarosa and Catherine Snow , authors of Reading Next, point to a statistic that should cause all middle grade, middle school, and high school educators to rethink their instructional practices.
They note:. Whether they come from middle- and upper-class income levels, from low-income households, from families living in poverty, or from families who are English language learners, 70 percent of adolescent learners will benefit from differentiated instruction. This is a powerful statistic that we teachers need to remember and act upon as we teach reading. Right now, too many middle schools place students in a curriculum in which everyone reads the same text and completes the same assignments.
Unfortunately, this leaves too many students behind instead of moving them forward Tomlinson, You and I need to explore and try ways to teach our students at their instructional levels. This is the heart of differentiation, and this is the primary reason I have written this book. They might even like school because they can be part of a discussion.
So what does differentiated reading instruction look like? I invite you to step inside my eighth-grade classroom at the beginning of my reading workshop. After a brief warm-up exercise, and a read aloud for enjoyment, I introduce an essential component of my approach to differentiated reading instruction — the teaching read aloud. In fact, the read aloud has become the common mentor or teaching text for my students, and a primary teaching tool.
These are the important strategies that all students — not just proficient readers — need. Not only will these important strategies help students do well on tests, but — even more gratifying — they will make reading joyful and exciting.
My experiences with teaching students who are reading below grade level continue to show me that although these students may have difficulty reading, they are capable of inferring, drawing conclusions, and making connections to characters, events, people, and information. My read aloud shows that struggling readers can think at high levels. When I provide them with books at their instructional levels, they also know that they can analyze and think while they read. Stay longer in my classroom, and you would observe that writing has taken center stage.
During my read aloud, conferences, and small-group meetings, students write to explore hunches, concepts, meaning, and connections.
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