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Education
Differentiating Instruction
Differentiated instruction is corresponding instruction to meet the dissimilar needs of learners in a given classroom. The array of instructional need within one classroom can be very large. In order to accommodate these instructional needs, it is suggested that teachers plan for:
small group, differentiated instruction sufficient student practice chances
Differentiated instruction is put into practice during the chosen block of time for reading instruction. Typically, entire group instruction is provided, and then classrooms and instruction are planned (Kosanovich, et al., n.d.). Two different types of differentiated instruction that are often used in the classroom are small group instruction and curriculum compacting.
Small Group Instruction
Small-group reading is a supported literacy practice in which the teacher supports and directs the students with text on their instructional level. The teacher helps students develop an understanding of the text while prompting them to use strategies they will require in order to become independent readers. Each small-group reading group is made up of about two to six members. This small-group setting permits the teacher to bring in a new text each day and to make sure that the challenges are manageable. It also permits the teacher to aid and support the students as they reply to the text in varying ways. Small-group reading is significant because it allows teachers to view students' reading behavior and offer support while they practice reading strategies. Throughout small-group reading, students' reading aptitudes are matched to suitable reading materials. This permits teachers to reveal precise reading behaviors and strategies within context. It also offers occasions for students to use these strategies in order to increase skill through practice (Guided Reading Activities & Small-Group Instruction Best Practices, 2012).
While whole-group instruction is intended to generate an experience that is shared by all students, small-group instruction is planned to address varied learning behaviors. After collecting data and deter-mining the dissimilar needs that exist in the classroom, the...
Teachers decide what to teach each group based on gathered data and the instructional needs of each group (Getting Started with Small-Group Reading Instruction in the Intermediate Grades., n.d.).
While the content that is taught in each group is based on student requirements, the configuration and com-ponents of the lesson are constant across all groups. Teachers make choices about the pacing and length of a lesson after meeting with each group. As the teacher begins to meet with numerous groups, it is imperative to set up a schedule and a rotation system to make sure that sufficient time is provided for each group of students (Getting Started with Small-Group Reading Instruction in the Intermediate Grades., n.d.).
Small-group reading has a very distinctive progression with each component building off the one before. The small-group reading sequence is:
"Build Background Knowledge or Link to Prior Knowledge
Introduce the Book
Teacher Modeling (if necessary)
Silent Reading for a Purpose
Teacher and Students Debrief -- students explain how they used the strategy and/or teachers comment on how they saw students using the strategy
Informal and Ongoing Assessment -- after the lesson, teachers jot down observation notes in student portfolios and the group's small group reading folder. These notes will be used for further instruction" (About Best Practices in Small-Group Reading, 2012).
Curriculum Compacting
Curriculum Compacting is an instructional method that is distinctively designed to make suitable curricular adjustments for students in any curricular area and at any grade level. Fundamentally, the procedure involves defining the goals and outcomes of a particular unit or segment of instruction, determining and documenting which students have already mastered most or all of a specified set of learning outcomes, and providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student's time. Curriculum Compacting might best be thought of as…
References
About Best Practices in Small-Group Reading. (2012). Retrieved from http://www.benchmarkeducation.com/educational-leader/reading/small-group-reading.html
Guided Reading Activities & Small-Group Instruction Best Practices. (2012). Retrieved from http://www.benchmarkeducation.com/reading/small-group-instruction-for-reading-activities -- strategies.html
Getting Started with Small-Group Reading Instruction in the Intermediate Grades. (n.d.).
Retrieved from http://www.esc4.net/docs/120-Getting%20Started.pdf
Instruction: Small Group Alternative Lesson Structures for All Students. Retrieved from http://www.fcrr.org/assessment/pdf/smallgroupalternativelessonstructures.pdf
Reis, S.M. (n.d.). Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students. Retrieved from http://www.gifted.uconn.edu/sem/semart08.html
Siegle, D. (n.d.). Curriculum Compacting: A Necessity for Academic Advancement. Retrieved from http://www.gifted.uconn.edu/nrcgt/newsletter/fall99/fall996.html
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