You would also notice that I use multiple texts for my instructional reading lessons. To deepen your understanding, let me share information with you that explains this strong commitment to differentiated learning.

Professor of Educational Leadership, Foundations, and Policy Download the PDF from here. Charlottesville, VA, /wp-content/uploads/module_media/di_media/audio/di_audio_page_04_tomlinson.mp3. Understandably, learners falter when teachers ask them to infer and analyze texts they can’t decode and comprehend. Project Officer, Sarah Allen. As you observe lessons in my classroom, you'll also note that the reading strategies I’m modeling relate to inferential thinking — using facts and details to discover unstated meanings and new understandings. Gina Biancarosa and Catherine Snow (2004), 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. What you saw in your “visit” to my classroom are practical ways I differentiate to improve my students’ literacy. But most of us develop pretty deep ruts of teaching within our first two or three years, and those ruts and routines become the rhythm of the day. For example, most teachers have learned to direct classrooms with sort of a frontal control mechanism with the belief that we have to be standing in front of the kids for them to learn anything, and that if we let them work collaboratively or independently they would self-destruct. Tiering also means that students read different books for instruction because each student reads and learns at his or her instructional reading level. In it, you’ll find the planning techniques, strategies, and organization and management suggestions I have developed and that my students have helped me refine. As you begin to embrace some of these differentiation practices, it’s important for you to know the research that supports this kind of instruction. The more you know about the subject you are teaching, the more you will know … Sometimes, I use a whole-class instructional approach, where each students is reading a different text while exploring an issue or practicing the application of a reading strategy that I have modeled in my read aloud. Continually ask, How can this information support change in my teaching practices? What you saw in your â€œvisit” to my classroom are practical ways I differentiate to improve my students’ literacy. Carol Ann Tomlinson, EdD

So I think it really is not so much adopting a new thing but shedding the old thing that really is the challenge. Set aside time to reflect on the ideas in these texts, and then discuss what you’ve learned with colleagues. TM ® & © 2016 Scholastic Inc. All Rights Reserved. All rights reserved. Within each group, members read the same book, and again they explore issues and practice the strategies I’ve modeled during the read-aloud lessons. So what does differentiated reading instruction look like? 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. Other times, students work in small groups. Nine Practices to Differentiate Reading Instruction. %PDF-1.5 I want you also to understand why educators like Carol Ann Tomlinson, Richard Allington, and I strongly believe that instruction in reading should be differentiated. "����El��k���E?$�B�dY�-9��4��;�/�\�1�c�W��3�3�y��������/����o���n�L>���?����:�u��l��n{q�\^_%_NO 3–5, And those are pretty big patterns, and it’s a little hard to differentiate instruction and maintain those patterns. 6–8,

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. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. Reading students’ writing helps me know what students understand and where they need more support. View not found. This makes the whole learning experience more effective. 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. endobj When I provide them with books at their instructional levels, they also know that they can analyze and think while they read. Laura Robb. It refers to the organization and atmosphere of the classroom. Listen as Carol Ann Tomlinson discusses why this is often the biggest challenge teachers encounter when they begin to differentiate instruction (time: 1:14). Learn about differentiated instruction in the classroom with these tips and guidelines from teaching expert Laura Robb. In the list below, I’ve summarized these important elements and added a few other practices, such as planning, that are key to differentiating reading instruction successfully.

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