Plan for Differentiating Literacy Instruction

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Rachel Foreman, Kara Grote, Chandis Harp, Tina Winkle. Plan for Differentiating Literacy Instruction. Introduction. - PowerPoint PPT Presentation

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<p>Plan for Differentiating Literacy Instruction</p> <p>Plan for Differentiating Literacy InstructionRachel Foreman, Kara Grote, Chandis Harp, Tina WinkleTeam Bs PowerPoint Presentation on their Plan for Differentiating Literacy Instruction.1IntroductionSerge Romanich, a 3rd-grade student and recent refugee from Serbia, has recently enrolled in a U.S. elementary school. His opportunities for formal education in his country of origin were limited, and this has affected his literacy development in his primary language. Serge is in the beginning stages of English language acquisition.</p> <p>Serge is a new student and comes from a diverse culture of Serbia. His background includes life as a refugee and he has little to no English speaking skills. This plan, developed by Team B, will demonstrate a plan to aid in language acquisition and the skills necessary to be a successful student in his new school.2Importance of differentiating Instruction ELL students, like Serge, are more responsive and successful with the use of differentiated instruction. They are more eager and engaged learners that become more active and engaged. This will lead to student confidence and academic success.Differentiated instruction is a child centered practice instead of a standardized model of teaching. Differentiated instruction is based on the knowledge that all children have different learning styles, strengths, and abilities and that classroom instruction should be adapted to meet those needs. Differentiated instruction is different from individualization in the fact that all students are learning the same thing the teacher is merely adapting to meet the learning needs of the students.3Benefits of Differentiation By differentiating the content taught, the process by which the students learn, and the products that allow the students to apply their knowledge we are helping the students learn in a more efficient manner.</p> <p>Proactive, meaning that the teacher plans and uses a variety of ways to teach learning.A combination of whole group, small group, and individual instruction.Qualitative, meaning quality work over quantity work.Created through assessment.Uses multiple approaches to accommodate multiple intelligences.Student centered, meaning that lessons are engaging, relevant, interesting, and active.DynamicOrganized and planned(Scigliano &amp; Hipsky, 2010)</p> <p>4Culturally Responsive Teaching Practices Include the students culturelearning strategies student interaction low-risk learning environmentnative language as a resourcebridge connections with students prior knowledge</p> <p>Include cultural references in the students instruction. It will show him you appreciate his culture and have taken the time to research it and include it in his instruction which will make him feel more welcome. Building upon the cultural knowledge and prior experiences of EL students to make instruction as appropriate and effective as possible. (Perez et al, 2012)Include learning strategies such as metacognative strategies so that the student will be able to think about his learning and have some ownership of that learning. Strategically place students in the classroom that can assist, provide meaningful conversations, and encourage the student. Create a low-risk environment where trial and error are accepted.When possible and appropriate use the native language and photographs and illustrations to teach new vocabulary words. Bridging connections with students prior knowledge helps them make meaningful connections to the materials. (Lavadens and Armas, 2008)5Cooperative Learning from DifferentiationStudents gain support and learn from each other through differentiation.Cooperative Learning has been proven to be effective for all types of students, including academically gifted, mainstream students and English language learners (ELLs) because it promotes learning and fosters respect and friendships among diverse groups of students. In fact, the more diversity in a team, the higher the benefits for each student (Colorado, 2007). When students work together closely, they have conversations which lead to the development of new oral vocabulary for ELL students. Students sometimes learn better from their peers. The students who are teaching their peers gain confidence and also review their own learning.When students are learning from each other they are drawing on their own background knowledge which supports ELL learning and instruction. During student interaction, they reflect on their own learning by replying to the diverse responses questions elicit from their peers. Each member may actively contribute more in a small group or pairing because they do not feel the pressure of the whole class waiting on a response. In addition to 'picking up' vocabulary, ELLs benefit from observing how their peers learn and solve problems (Colorado, 2007). Their peers become a type of role model for the intended learning. n addition to 'picking up' vocabulary, ELLs benefit from observing how their peers learn and solve problems.</p> <p>6ReferenceColorado, C. (2007). Cooperative learning strategies. Accessed on Friday, October 19, 2012 from:http://www.colorincolorado.org/article/14340/ Lavadenz, M., &amp; Armas, E. (2008). Differentiated Instruction for English Learners. California English, 13(4), 16-20. Prez, D., Holmes, M., Miller, S., &amp; Fanning, C. A. (2012). Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching. Journal Of Curriculum &amp; Instruction, 6(1), 25-42. doi:10.3776/joci.2012.v6n1p25-42Scigliano, D., &amp; Hipsky, S. (2010). Three Ring Circus of Differentiated Instruction. Kappa Delta Pi Record, 46(2), 82-86. </p> <p>7</p>