1 of 16
Next Steps Plans
Published on Aug 18, 2018
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Next Steps Plans
Sarah Lee Concordia University
I couldn't put Concordia University on the line after my name like the one in the sample Powerpoint. Also, the APA formatting does not work for this program so the reference list will not have the correct APA formatting such as italicization.
Photo by Llolker
Research Question
- How can I differentiate my reading lessons to reach all my students?
Photo by drjoshuawhitman
Overview of Research
- Teachers have struggled to meet all their students' needs (Ankrum & Bean, 2008)
- Differentiated instruction is needed to narrow the achievement gap found in today’s schools (Allington, 2005; O’Connor, Bell, Harty, Larkin, Sackor, & Zigmond, 2002)
- Teachers do not know how and where to start (Robb, 2008)
Due to children coming to school with a range of literacy experiences and reading abilities, teachers have struggled to meet all their students' needs (Ankrum & Bean, 2008). Research states that differentiation is needed to narrow the achievement gaps in schools (Allington, 2005; O’Connor, Bell, Harty, Larkin, Sackor, & Zigmond, 2002, as cited in Ankrum & Bean, 2008), but many teachers resist differentiating instruction (Pennington, 2009), or do not know how (Robb, 2008).
Photo by João Silas
Overview of Research Continued
- One-size-fits-all learning should no longer be seen as the way to teach students (Knowles, 2009)
Historically, in an attempt to tailor instruction to meet students’ needs, teachers have tried various types of grouping arrangements (Ankrum & Bean, 2008). After ability grouping went under debate in the 1980's, whole teaching began to take hold as the predominant style of teaching (Moody & Vaughn, 1997, as cited in Ankrum & Bean, 2008). One-size-fits-all learning may have been the way to teach back then, but it is no longer seen as the way to teach students now (Knowles, 2009)
Photo by Glenn Carstens-Peters
Overview of Research continued
- The key to learning is motivation and engagement (Fitzgerald, 2016)
- Teachers can motivate, engage and help students believe that they will be successful through differentiation (Fitzgerald, 2016)
The key to learning is motivation and engagement. According to Students who are engaged enjoy doing more reading and writing, are intrinsically motivated, and have higher achievement (Guthrie and Wigfield, 2000; Tompkins, 2010, as cited in Fitzgerald, 2016). It is essential that students believe that they will be successful and the teachers' role is to ensure their success which can happen through differentiation (Fitzgerald, 2016).
Photo by Evan Kirby
Big Idea #1
- Differentiation through individual conferences
- Exemplary teachers does more individual coaching in small groups, coaching and scaffolding students in their problem areas (Robb, 2008; Ankrum & Bean, 2008)
Many educators may agree that having conferences with their students is a great way to build rapport and know who they are. Conferences are a great classroom management tool for not only getting to know students but a time where teachers can provide platforms for students to set goals (Cox, n.d), and a place to scaffold their way to success. Through individual meetings, teachers can explicitly focus on individual reading needs, and also assess them as they progress (Robb, 2008).
During my research, the idea that exemplary teachers frequently work with children in small groups came up a few times. Robb's (2008), as well as Ankrum and Bean's (2008) articles, in particular, emphasized how the most effective teachers did more individual coaching in small groups than whole-group instructions. Some teachers may feel reluctant to meet with their students in small groups or individually for several reasons. Teachers may use whole-group or whole-class teaching mainly due to management issues (Ankrum & Bean, 2008), or because they are used to being taught and teaching that way (Pennington, 2009). However, I think small groups and having individual conferences is crucial for any lesson. As mentioned earlier, one-size-fits-all learning or teaching shouldn't be the way to teach anymore. Thus, to differentiate lessons, teachers should meet with children frequently.
During my research, the idea that exemplary teachers frequently work with children in small groups came up a few times. Robb's (2008), as well as Ankrum and Bean's (2008) articles, in particular, emphasized how the most effective teachers did more individual coaching in small groups than whole-group instructions. Some teachers may feel reluctant to meet with their students in small groups or individually for several reasons. Teachers may use whole-group or whole-class teaching mainly due to management issues (Ankrum & Bean, 2008), or because they are used to being taught and teaching that way (Pennington, 2009). However, I think small groups and having individual conferences is crucial for any lesson. As mentioned earlier, one-size-fits-all learning or teaching shouldn't be the way to teach anymore. Thus, to differentiate lessons, teachers should meet with children frequently.
Photo by Ashes Sitoula
Big Idea #2
- Differentiation through flexible groupings
- Flexible groupings make it possible for teachers to have individual conferences with their students (Bates, 2013)
Some teachers may wonder what the rest of the class should do while they are having conferences with small groups or individual students. As I was doing research, I found two connecting ideas of when teachers should hold conferences. In one of the articles I have read, Robb (2008) mentioned holding conferences while the students are doing silent reading, whereas Bates (2013) suggested holding conferences during literacy center rotations, proposing flexible grouping as a necessary strategy for differentiation. Flexible grouping is a strategy that allows the teacher to manage the whole class while they are meeting with small groups. Flexible groupings make it possible for teachers to have individual conferences with their students because the students are rotating independently of the teacher. The reason is that teachers can call students one at a time when needed as the students are rotating with their groups in literacy centers (Bates, 2013). Moreover, since there is fluidity to flexible grouping that accounts for children's changing needs and interests, unlike fixed groups, which often remain static throughout the year, the grouping arrangements can be adjusted as the needs of students change (Tyner, 2009, as cited in Bates, 2013). Therefore, teachers can plan for and adapt to variations in children’s progress as well as adapt their instruction to the needs of the children (Bates, 2013).
Photo by Julián Santacruz
Big Idea #3
- Differentiation through student choice
- Differentiation should include allowing student choice of literature (Robb, 2008; Knowles, 2009)
When it comes to differentiating reading lessons, student choice is one key factor that should always be included. Whether it be choosing their literature (Robb, 2008; Knowles, 2009), or choosing how to demonstrate what they have learned (Fitzgerald, 2016), teachers should always allow student choice. True differentiation may mean that the lesson for each group is different (Ankrum &Bean, 2008), but I think true differentiation also lies in the choices that students make. Without a doubt, it may be easier for teachers and will require less work if they made the decisions on what books students will read, how they will teach the content, and what the final product will be. However, if teachers do all the decision making, it may not reach all the students in their class for what they chose may not be appropriate for every student. Choice is one keyword that teachers should always keep mind when they plan for differentiation. It is not the teachers' choice but the student's choice that makes a difference.
Photo by Cristian Escobar
Next Steps: Where to?
- Observe classrooms of exemplary teachers, if possible
- Read and do more research on differentiation in reading
- If possible, interview veteran teachers and ask about how they differentiate their reading instructions if they do
The next steps that I'm planning to take are reading and doing more research on differentiation in reading, and if possible, observing and interviewing veteran and exemplary teachers about what differentiation strategies they use in their classrooms. I will compare and contrast the responses I get from these teachers with the articles I have read in this class and see what ideas overlap and if there are any new ideas.
Photo by garryknight
Additional Questions
- What should the ratio of teacher choice to student choice be for an effective reading lesson?
- Should ELL's be grouped with their English speaking peers who struggle in the same area?
As I have reiterated many times in big idea #3, student choice is essential for differentiating instruction. However, I think there should also be a time where the teacher should decide for the students. My question is, therefore, what the should the ratio of student and teacher choice be for a compelling reading lesson?
Another question I have is that should ELL's be grouped with their English speaking peers who are struggling with the same concept? None of the articles I have read mentioned involving ELL students in the differentiation process. I wonder if an English speaking peer is, for example, struggling with word recognition, should they be grouped with ELL's or should teachers work with them separately?
Another question I have is that should ELL's be grouped with their English speaking peers who are struggling with the same concept? None of the articles I have read mentioned involving ELL students in the differentiation process. I wonder if an English speaking peer is, for example, struggling with word recognition, should they be grouped with ELL's or should teachers work with them separately?
Photo by Oberazzi
Additional Questions
- What happens if the teacher cannot finish individual conferences in one class period?
- Could it beneficial if teachers allowed advanced students to have conferences with other struggling students?
Teachers may also struggle with timing when it comes to meeting with students. In two of the articles I read, the authors suggested different ideas. One author, Robb (2008) indicated that the conferences be no longer than five minutes, whereas Ankrum and Bean (2008) did not set a specific time limit. Instead, they stated that the length and frequency of instruction would change from one grade level and classroom to the next, depending on the learners’ needs (Ankrum & Bean, 2008). The question that stemmed from these concepts was: What happens if the teacher cannot finish the conferences in one class period? If there are a total of over 20 students in the classroom, and the time limit is five minutes per student, then the conferences will take 100 minutes in total or an hour and 40 minutes. That would be 3 class periods for me if I were still teaching.Another question that came into mind was allowing advanced students to conference struggling students. If the advanced students could help the teacher in this way, then I think the teacher could spend more time with students who need additional help.
Photo by BAMCorp
New Ideas to Pursue
- Using journals to assess students (Robb, 2008)
- Using tiered activities (Robb, 2008)
One concept that I didn't mention which came up in Robb's (2008) article was assessing students through journals. In one of the answers to the ten FAQ, Robb (2008) mentions using journals to evaluate students when they have different assignments. The other strategy is using tiered activities; that is, giving students a menu of activities at different levels. These are two new ideas I would like to pursue for in my feature research.
Photo by Clever Visuals
Keeping My Research Going
- Search other articles related to differentiating instructions
- Search for videos clips of teachers using various strategies to differentiate reading lessons
To keep my research going, I plan to search for video clips most likely via Youtube of teachers using differentiation strategies in their reading lessons. I also hope to search for more articles relevant to my research question.
Photo by Istiaque Emon
In Conclusion
- Continue my research via internet
- Try to contact former colleagues and discuss differentiation strategies
- Review texts I have read
- Find ways to access the texts cited in the articles I have reviewed
In addition to the plans of moving forward in the previous slide, I plan to do other things. Over the next few months, I plan to (a) review the articles I have read for my literature review and research for this class, (b) find ways to access the texts cited in those articles, and (c) try to contact my former colleagues and discuss with them about differentiation strategies in reading and what worked best for their classes.
Photo by ChrisGoldNY
References
- Ankrum, J.W., & Bean, R.M. (2008)
- Bates, C. (2013)
- Cox, J. (n.d)
- Fitzgerald, P. (2016)
Ankrum, J.W., & Bean, R.M. (2008). Differentiating reading instruction: What and how. Reading Horizons, 48(2), 133-146. Retrieved from file:///C:/Users/BA0103A/Downloads/Differentiated_Reading_Instruc%20(1).pdf
Bates, C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. YC Young Children, 68(2), 30-33. Retrieved from file:///C:/Users/BA0103A/Downloads/Flexible_Grouping_During_Liter.pdf
Cox, J. (n.d). Classroom management: Hold a student-teacher conference. Retrieved from http://www.teachhub.com/classroom-management-hold-student-teacher-conferenc...
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy Learning: The Middle Years, 24(2), 17-25. Retrieved from file:///C:/Users/BA0103A/Downloads/Differentiation_for_all_litera.PDF
Bates, C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. YC Young Children, 68(2), 30-33. Retrieved from file:///C:/Users/BA0103A/Downloads/Flexible_Grouping_During_Liter.pdf
Cox, J. (n.d). Classroom management: Hold a student-teacher conference. Retrieved from http://www.teachhub.com/classroom-management-hold-student-teacher-conferenc...
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy Learning: The Middle Years, 24(2), 17-25. Retrieved from file:///C:/Users/BA0103A/Downloads/Differentiation_for_all_litera.PDF
Photo by Marcin Wichary
References
- Knowles, L. (2009)
- Pennington, M. (2009)
- Robb, L. (2008)
Knowles, L. (2009). Differentiated instructions in reading: Easier than it looks! School Library Media Activities Monthly, 25(5), 26-28. Retrieved from file:///C:/Users/BA0103A/Downloads/Differentiated_Instruction_in_.pdf
Pennington, M. (2009). 12 reasons why teachers resist differentiated instruction. Retrieved from http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist...
Robb, L. (2008). But they all read at different levels. Instructor, 117(4), 47-51. Retrieved from http://web.a.ebscohost.com.cupdx.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid...
Pennington, M. (2009). 12 reasons why teachers resist differentiated instruction. Retrieved from http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist...
Robb, L. (2008). But they all read at different levels. Instructor, 117(4), 47-51. Retrieved from http://web.a.ebscohost.com.cupdx.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid...
Photo by found_drama
