Differentiate+Instruction

=Differentiate Instruction= By Krista DeMaio-Petrosoff

Why Differentiate?
According to Samuels and Farstrup (2011), "Students have different strengths and weaknesses with respect to comprehension, suggesting the need for different foci for and kinds of instruction" (p. 81).

Something to Consider. ..


media type="youtube" key="zDZFcDGpL4U" height="349" width="560"
 * Sir Ken Robinson on Changing Educational Paradigms**

=What Can We Learn from this Video?=
 * All children are different
 * All children learn differently
 * All children learn at different rates

==So, if Sir Ken Robinson (2010) is right, then differentiating our instruction is crucial to the success of our students. Or, as the authors state, "The complexity of comprehension processes and variation in comprehenders means that differentiation should be a priority" (pg. 82).==

=How Can We Do It?=
 * Differentiated Reading Groups in my English 9 Classroom**

When reading certain texts, I divide students up into the following three groups: The Groupies, The Silents, and The ReadAheads.


 * The Groupies**


 * Designed for struggling readers
 * Students gather around SmartBoard and read with me
 * I chunk the reading selection into smaller, more manageable sections
 * Prior to reading each section, I review unfamiliar terms and provide a purpose for reading
 * After reading each section, I lead students in a discussion
 * Much, but not all, of the selection is read aloud to these students while they follow along in the text


 * The Silents**
 * Designed for students who can read the text independently
 * Students read silently while completing an assigned task
 * Students in this group can listen to their iPods


 * The ReadAheads**
 * Designed for advanced readers
 * In order to join this group, students must read the selection ahead of time
 * Students in this group must work together to complete an assigned activity
 * Activity allows students to reflect upon the text and extend their understanding

Tips for Implementation

 * 1) Begin with the end in mind. Create an objective that you want all students, regardless of their achievement level, to reach by the end of class. //Example: When reading chapter one of// Siddhartha//, I created the following objective for my students: Using the connection reading strategy, students will identify the five methods of characterization used by Herman Hesse to characterize Siddhartha, his main character, in the first chapter.//
 * 2) Plan an introductory activity all students, regardless of which group they join, can complete. Make sure the introductory activity allows students to begin reaching the objective. //Example: My introductory for this particular lesson was for students to write a journal entry response that discussed a time when they disappointed their parents, which referred directly to the events in the chapter.//
 * 3) Create a plan for the Groupies to follow. Remember that you will spend the majority of your class time with these students. Divide the selection of text students are reading into smaller sections (I recommend no longer than 3-4 pages per section). Design an activity that these students can complete (either as a group or independently) that will enable them to reach the objective. //Example: The groupies needed to complete a characterization chart that listed the five methods of characterization. After reading the first section aloud to this group, we completed the first part of the chart together. After reading the second section aloud to them, students completed the second part of the chart with partners and then discussed the answers as a group. Finally, students read the last section and filled out the remaining parts of the chart independently.//
 * 4) Create an activity for the Silents to complete as they read the selection. Clearly write out their instructions on a worksheet so that students need very little help from you during the class period. The activity should ultimately enable students to reach the objective. //Example: I had the Silents draw a character sketch of Siddhartha that described all five methods of characterization.//
 * 5) Create a series of activities for the ReadAheads to complete throughout the class period. Instructions for these activities should be clearly written out so that this group requires little assistance from you throughout the period. These activities should provide students with an opportunity to revisit the events of the chapter, to discuss major concepts or ideas, and to extend upon their understanding. Of course, the activity should also allow students to reach the objective. //Example: The ReadAheads started by individually writing out three blog entries Siddhartha might have written that described his experiences in the chapter. They then participated in a group meditation session and used guiding questions to discuss their experiences meditating compared with Siddhartha's. Finally, students worked as a group to complete a giant character sketch of Siddhartha.//
 * 6) Create a closure activity that all students can complete as a class. //Example: For this class, I simply had a representative from each of the three groups discuss their experiences reading the chapter and the work they completed. We then discussed how each group met the objective. Finally, I gave students index cards and had them write whether or not they felt they were placed in a reading group that enabled them to be successful.//
 * 7) You are all ready to teach your lesson! Your students will now participate in one type of differentiated reading comprehension instruction.