Tag: instructional strategies

Why Differentiation of Instruction?

Most student didn’t receive the “full, normal load” of instruction during the 2020-21 school year. This means that students may not have ownership of the prior knowledge that is necessary to be successful at learning new tasks that teachers may present to them in the Fall of 2022. In college, students must have received and often prove that they have the prerequisite or prior knowledge necessary to be successful in their current class. With this in mind, teachers need to find a way to present new information without students having the necessary knowledge to be successful in the current lesson.

Differentiation is one tool that can be used to ease the absorption of the new knowledge without having the prior knowledge necessary to digest and own the new information. Differentiation sounds like a lot of work, but the tool is relatively easy to use. Most teachers already use this tool to successfully teach diverse groups of students. Each classroom of students usually includes students that function academically at different grade levels. Most classrooms have students a grade below or above, but some have students that function two or more grade levels below or above the standard for that grade level. This depends on the instructional policies of each state and district, and the current resources available to meet each student’s individual educational needs.

When differentiating student instruction, it is important to know student learning abilities and interest. Students will push through or work through the struggle of completing the assignment if the subject is of interest to them. Teachers can increase student interest through the introduction (attitude) of the lesson or subject. Teachers can also increase student interest in the lesson by the activities used within the lesson, such as allowing students to use their hands for exploration or take a walk to learn about components of the lesson or use a computer to research items of the lesson or allow them to work with a partner. These are all types of differentiation of instruction.

Differentiation of academic lessons may take more planning, as you should take into consideration: (a) the subject being taught, (b) student learning abilities, (c) student learning styles, and (d) the resources available to teach the lesson.  For example, if the lesson is about researching animal habitats. The lesson may be taught in a whole or small group setting. The lesson may also include hands on objects, videos, books, etc.  The gathering of information may include general note taking, drawing pictures, or answering progenerated questions. The lesson may include a trip to a natural habitat, which may be available on school grounds. The reporting of the information gathered might be an oral report, a tri-fold brochure, a written essay, or a PowerPoint presentation. The lesson may be about a particular interest of the students as a whole, or students may choose an animal of their interest to research.

When designing a lesson based on the academic background knowledge of students, you may need to add depth to the lesson or provide information to students before they can accomplish the lesson. For example: I was teaching a group of students that functioned academically between the of Grades 5 and 12, in the same classroom. The assignment was to analyze sentences and determine if the sentence is a fact or an opinion. Most students didn’t know the difference, nor understood how to analyze a sentence. I began the lesson by discussing the differences of the two different types of sentences, and then modeled to students how to analyze a sentence to determine fact or opinion—instead of handing the worksheet to students. The lesson was followed-up with additional practice and discussions.  Another example: I was teaching a group of Grade 2 students of wide-ranging abilities. The lesson was to research animal habitats. Students were given the opportunity to choose the type of animal habitat to research that could be located on a particular school computer application. The application had the text-to-speech ability for students who were struggling to read at grade-level. Students were also given the opportunity to read library books about their chosen animal’s habitat. I chose some student’s library books to feature and use for discussion about how to research and find information, this gave struggling students the opportunity to hear their book read aloud. Students used a brochure template to develop their report. The report was completed in student’s own handwriting using a pencil or colored pencils. This allowed students to write more or less sentences based on their academic writing ability. Students who struggled in writing could use more pictures to described the habitat. Students were also allowed to use the teacher or other students to help them research and formulate written sentences.

The teacher’s ability to differentiate curriculum and instruction may be one of keys to recovering from the academic pause of the 2020-21 school year.

Differentiation of instruction is taking the student ability and learning style of groups of students into consideration, when designing an instructional lesson (Tomlinson, 2010).

 

 

More Instructional Support Strategies for Dyslexic Students

Individuals with dyslexia have brain processing issues, because their brains did not initially develop the same highways and byways to process written language.  But many dyslexic students will have fluid oral communication skills.  This may be why it has taken many years for society to recognize dyslexia as learning disability.  Some students you will not recognize as dyslexic, others will jump up and down dyslexia.  Boys tend to be diagnosed or show higher signs of dyslexia as they seem to squirm louder than girls.

Dyslexic students usually work twice as hard to learn how to read than the average student, as they are developing new brain connections.  Teaching all students using rich Structure Literacy curriculum and instruction can reach most students.  Taking brain breaks or moments of rest can the increase student motivation.  My thought is that any students who is struggling to learn how to read and write should be supported in the process.  Each dyslexic student will need different types of supports to develop the necessary highways and byways, as student environment plays a role in the brain development process.  The earlier the intervention or supports are put into place the higher chance the student has to overcome the risk of literacy acquisition.  The following dyslexic instructional strategies can be effective for any student at-risk in literacy.

  1. Use highlighters or a marking code. A highlighter is a tool that students can use for various tasks.  Students can use them to highlight important information that they may need for future tasks, such as writing or reading comprehension.  Highlighters can be used to note different parts of texts, such as topic sentence, detail, conclusion, parts of a sentence, etc.  Students can use different colors to signify different types of information.  Students can also use boxes, circles, underline, stars, etc. to note the same things when different colored highlighters are not available.  This technique is helpful to teach/model students by highlighting different parts of written language.  This technique can also assist early writers in proof reading their writing.
  2. Read the passage or words aloud at any volume. When students read the passage aloud, they are involving both their hearing and visual senses.  Most dyslexic students already have good oral communication skills—they can effectively process heard information.  Reading the passage aloud usually allows them to better comprehend the passage.  In addition, students are using their visual sense to build or strengthen their brain connections for reading using just their vision.  Whisper phones are a way for students to read written words aloud and not disrupt their fellow classmates.  Some students will grow out of the need to use both their visual and hearing to comprehend the passage, while others will need to occasional use both senses.
  3. Listen and follow along at grade-level. Students listen to a book on tape and read it with the tape or follow along.  This is a good tool for students who can orally comprehend at grade-level, but not read the words and comprehend at grade-level.  This strategy allows students to be exposed to grade-level information and it helps them to build and strengthen brain connections for reading to comprehend at grade-level.  This strategy should be used along with other strategies to increase student achievement level.  This strategy has been used for many years to teach primary students how to read.  Students listen to an oral reading of a book or passage and follow along.  Some of the computer programs have books or passages that can be read as the words are highlighted, but students need to follow along.
  4. Discussing information read. Developing an environment where all students feel safe to share is key for the success of this strategy.  Each student can bring their background/environment knowledge to the discussion.  Many dyslexic students have strong backgrounds of knowledge and good oral communication skills.  Discussing the read information can assist students in expanding their lexicon or student knowledge about a topic.  Student discussion(s) can also increase their information processing highways and byways.  This instructional strategy can also assist students in retaining the information read.  This strategy can also strengthen student ability to communicate orally.
  5. Encourage their interest, passion. When possible allow students to choose their topic of study.  This usually increases engagement and intrinsic motivation.  Some students will still “battle” the assignment or parts of the assignment.  I usually use science topics during the primary and elementary school years to increase student engagement in a task.  Most students can find an animal, insect that stirs their intrinsic motivation to read and write about.  The topic can be narrowed, to a particular aspect of the animal.
  6. Assistance in copying words from the board. Some dyslexic students struggle in copying words from the board or from a distance.  This could be due to vision issues, which is usually an additional issue—not dyslexia.  I usually lend them my notes or ask another student to assist them.  Most can copy from a paper that is placed right next to the paper that they are writing on.  Interactive word walls are excellent tools for students who struggle in copying from the board.

References

Gillingham, A. (1956). Remedial training for children with specific disability in reading, spelling, and penmanship. Massachusetts: Educators Publishing Service, Inc.

Hinshelwood, James. (1917). Congenital word-blindness. London: H.K. Lewis.

Grouping Students for Instruction

Meeting the instructional needs of all students is a bit overwhelming!  There are some instructional approaches that can help teachers to better meet the challenge.  One approach is teaching students in small groups, 4 to 6 students.  Student groups can be developed using different formulas based on the intended outcome of the small group instruction.  Small groups allow for more “intimate” or one-on-one conversation that help you, the teacher form a better idea of their academic and social needs.  They also allow teachers to monitor and or scaffold student interactions, like collaboration or discussions.  Every student wants their voice heard; each student needs to learn how to listen to others.  Small group instruction gives the teacher opportunity to teach focused lessons that may include a new task or reteaching of a previous task.  Small group instruction also allows for the other groups of students to practice a task, new or old. 

Some of the reasons that I develop groups of students are to:

  • Develop social skills, usually 2-4 students
  • Group projects, can be efficient with 2-6 students depending on the project to be completed  
  • Learning level instruction—most classrooms will have 3-5 different learning levels for math and reading, 4-6 students, grouped by data
  • Reviewing
  • Introducing

When working with a new group of students, I often use different ways of building groups, such as student choice, drawing names, or numbering students.  When grouping students by ability to teach, I tend to focus on the data—current assessments and observations.  I usually ask the following questions when I group or regroup students.

  1. What is the activity?
  2. What should the final outcome look like?
  3. How will students react to the task?
  4. What is the learning level of students? Will they need help in completing the task?  Who would be most helpful to those needing assistance?  Not completing the task for them, but leading them to the completion of the task.
  5. Who will be here for the lesson? Most classrooms have students entering and exiting the classrooms throughout the day.
  6. How will students work together?
  7. How many “parts” to the task? I asked this question when grouping students for group projects. 

When grouping students remember that each group is growing and may need adjusting along the way.

Using Intrinsic and Extrinsic Motivational Strategies in Instruction

When designing curriculum and instruction educators should include strategies that motivate students to participate in the learning process.  Instruction should move and increase natural or intrinsic motivation.  Students are motivated through touching, smelling, hearing, seeing, and tasting.  Students are also motivated through social connections and activities, such as friendships and group work.  Students are also motivated through organized purpose, such as assembling and preserving things.  Motivation begins, McClelland (1985) argued, with the initial stimulation or attention grabber.  Students also use their past academic histories to formulate the type of response and involvement level that they give to the lesson.  Students will seek opportunities and activities that lead to academic success and to avoid those that lead to failure or shame.  It is important to understand the difference between intrinsic and extrinsic motivation.

What is intrinsic motivation?  Intrinsic motivation is student’s internal drive.  Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921).  Intrinsic motivation changes as students mature.  Students environmental interactions can have an effect intrinsic motivation.  Intrinsic motivation usually determines student academic achievement.  Gambrell (2011) suggested that reading instruction can increase intrinsic motivation levels through:  a) access to multiple genres, (b) choice, (c) time, (d) success in advanced level texts, (e) collaboration regarding the text, (f) relevance to the reading assignment, and (g) incentives.

What is extrinsic motivation?  Extrinsic or external motivation is the components within our environment that stimulate action.  Extrinsic motivation is dependent on the past and current learning environments of students.  Each student will have different extrinsic motivators that can be used to enhance the learning process in the classroom, for example a student who traveled to China can share their experience adding to the curriculum knowledge of the lesson.  The location of the instruction can impact the lesson.  Students who are presented a lesson in a noisy hallway may be less engaged in the lesson.  A student may enjoy writing using computer software better than using a pencil and paper.  Students may be more willing to listen and focus on the lesson if they know that their recess will be shortened.  Extrinsic motivation can be used to develop intrinsic motivation.

The following instructional strategies have shown to increase student motivation towards participation in the learning process:

Schedules and Routines. Develop classroom schedules and routines to increase student motivation and achievement.  McClelland (1985) argued that children from homes where parents follow consistent schedules, such as when to eat and use the bathroom, have higher achievement rates in school.  Children begin to learn how to regulate their needs through regular schedules.  Weiner (1974) also argued that reinforcement schedules assist students in developing higher levels of cognition.  He believed that reinforcement schedules enforce positive behaviors and redirect negatives behaviors.

Incentives and Goals. Incentives and goals can increase intrinsic motivation.  Incentives can increase students’ intrinsic motivation in learning how to read (Gambrell, 2001).  Tangible rewards should be relevant to the activity, such as giving a book to a student in order to honor his or her reading achievement.  Students are usually more motivated to meet a goal with a checklist of requirements for the goal or assignments (Servilio, 2009).  The checklist gives students a road-map of what should be accomplished and what has already been accomplished. When using a checklist, students learn organization and responsibility skills.  Students with a goal and purpose have a higher level of motivation towards learning skills that are difficult to them.

Collaboration in Small Groups. Research suggests that student motivation often increases when students collaborate with others in small group settings.  Student motivation increases when students collaborate with and assist their classmates in exploring, analyzing, and reflecting on their chosen topic (Hsiao, Lin, Fang, & Li, 2010).  Students with higher interpersonal skills benefit more from working in small groups than from working alone.  Mihandoost, Elias, Nor, and Mahmud (2011) found that small group work increases student motivation in reading for students with dyslexia.  Intrinsic motivation improves when students use technology to complete assignments in small groups that consist of one student and one instructor or two students (Reed-Swale, 2009).

Student Choice. Student motivation increases when students are given choices within the instructional lesson (Chu, Tse, Loh, & Chow, 2011; Gambrell, 2011; Mihandoost, Elias, Nor, & Mahmud, 2011; Schiefele, Schaffner, Möller, & Wigfield, 2012; Servilio, 2009).  Researchers argued that student achievement in reading comprehension increases when students are given the opportunity to read literature of their own choosing.  Students’ engagement in reading instruction increases when students are given the opportunity to make choices about how to complete the assignment during differentiated instruction (Servilio, 2009).  Student motivation in reading increases when students are given the option of choosing the reading texts (Gambrell, 2011).

Relatable and Relevant. Teachers should select literature that is relatable.  Students can better relate to characters through drama.  Students are more motivated to understand the meaning of a literature passage when they are given the opportunity to recite and define the literature passage.  Wilson and Wilson (1921) believed that students are motivated to strengthen their reading skills when they learn about different subjects they are interested in, such as baseball or bugs.  Wilson and Wilson also suggested that oral reading or songs and games can motivate students during English language arts lessons.

The right instructional strategies can improve student motivation towards learning.  Instructional strategies should be developed to increase ownership of the lesson.  Instructional strategies should energize and spark interest of the topic.

 References

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011).  Collaborative inquiry project-based              learning: Effects on reading ability and interests. Library & Information Science                            Research, 33(3), 236-243.  doi: 10.1016/j.list.2010.09.008

Gambrel, L. (2011).  Motivation in the school reading curriculum.  Journal of Reading                          Education, 37(1), 5-14.

Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor            ecological learning system: Design and implementation. Educational Technology &                    Society, 13(4), 98-111.

McClelland, D. (1985). Human motivation.  New York, NY: Cambridge University Press.

Mihandoost, Z., Elias, H., Nor, S., & Mahmud, R. (2011).  The effectiveness of the                              intervention program on reading fluency and reading motivation of students with                   dyslexia. Asian Social  Science 7(3), 187-199.

Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than             web design. Synergy Learning, 22(128), 22-25. 

Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading                         motivation and their relation to reading behavior and competence. Reading Research               Quarterly,47(4), 427-463.  doi: 10.1002/RRQ.030

Servilio, K. (2009).  You get to choose! Motivating students to read through differentiated          instruction.  Teaching Exceptional Children Plus, 5(5), Article 5.  Retrieved November 7,             2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5

Weiner, B. (1974). Achievement motivation and attribution theory.  Morristown, NJ:                     General Learning Press.

Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The                  Riverside Press.

 

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