Parker, Leonard W

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Liberty UniversityDigitalCommons@LibertyUniversityFaculty Publications and Presentations School of Education2013"Lighting the Way" with Differentiation in ReadingLeonard W. ParkerLiberty University, lwparker@liberty.eduFollow this and additional works at: http://digitalcommons.liberty.edu/educ_fac_pubsPart of the Curriculum and Instruction Commons, Educational Methods Commons, LiberalStudies Commons, and the Social and Philosophical Foundations of Education CommonsThis Conference Presentation is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It hasbeen accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. Formore information, please contact scholarlycommunication@liberty.edu.Recommended CitationParker, Leonard W., ""Lighting the Way" with Differentiation in Reading" (2013). Faculty Publications and Presentations. 221.http://digitalcommons.liberty.edu/educ_fac_pubs/221 Leonard W. Parker Ed. D. Liberty University lwparker@liberty.edu   The Learning Styles Profile & The Study Skills Inventory Leonard W. Parker Ed. D. Liberty University lwparker@liberty.edu   •   How you View your students may depend on how they learn!- The Frog Or is it A Picture of a Horse? Feelings… • “When a teacher tries to teach something to the entire class at one time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.  So two-thirds of the children are wasting their time.”  ®Lillian Katz  Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation, such as  Respectful tasks Flexible grouping ongoing assessment & adjustment Teachers can differentiate…  clarity of learning goals teachers & students collaborating in learning According to…  Carol Ann Tomlinson Key Principles of a Differentiated Classroom • The teacher is clear about what matters in subject matter.  • The teacher understands, appreciates, and builds upon student differences. • Assessment and instruction are inseparable. • The teacher adjusts instruction in response to student readiness, interests, and learning style. • Goals of a differentiated classroom are maximum growth and individual success. • Flexibility is the hallmark of a differentiated classroom. Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD  The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way. Howard Gardner  Difficulties Having to take action and do things before those things are demonstrated or read Working in a place filled with noise Listening to lectures without any visual stimulation Working in classrooms with dull colors Working in classrooms with florescent lighting, etc., etc., etc. The Language of Learning Terminology over time…  Learning Theories  Learning Styles  Differentiation  Brain-based Learning  Universal Design for      Learning (UDL)  Learning Models Parkers’ Learning Styles Profile & Study Skills Inventory How would you prescribe a student’s study skill method in various subjects based upon a diagnosis of the results of their personal learning style and study skills? Parkers’ Learning Styles Profile and Study Skills Inventory A Computer-Integrated Diagnostic & Prescription Tool For the Classroom To differentiate instruction, various types of assessment must be analyzed for each student.  •  screening (PLSP & PSSI)     all students, provides baseline data, beginning of school year •  progress monitoring    all students three times per year, struggling or below benchmark every two to four weeks     • diagnosis & prescription   individual students who do not respond to instruction, in-depth assessment •outcome measure   all students, yearly evaluation       Inventory of Study Skills Learning Diagnosis  Subject Content Profile of Learning Styles Prescription Parker’s Learning Styles Profile   Modalities   Interpersonal Skills    Competencies   Personality Identifiers   Management Styles    Management/Leadership     Characteristics Heredity and  Environment characterize… Parker’s Learning Styles Profile Charts  People, Data & Things Chart  Independent/Dependent Chart   Kinesthetic, Auditory & Visual Chart  Personality Identifiers Chart  Management Styles Chart  Leadership/Management Chart I Learn & Remember Best By... 1.   Reading.    Strongly Agree = 5 Agree = 4 Not Sure = 3 Disagree = 2 Strongly Disagree = 1 Areas of Competency… People 27% Data 40% Things 33% Interpersonal Commumication People Data ThingsThe Dependent/Independent Learner... Independent/DependentIndependent (59.5%)Dependent (40.5%)Auditory, Kinesthetic & Visual Modalities... Learning ModalitiesVisual (39.5%)Auditory (31.6%)Kinesthetic (28.9%)Observation “see” Participation “do” Concentration “think” Motivation “hear” Observation “see” Participation “do” Concentration “think” Motivation “hear” Auditory Visual Kinesthetic Attitude Academics Abilities Time Management Note-taking Reading Listening Test-taking Written Communications Stress Career-oriented Memory Learning Behavior Critical Thinking Research Technology Decision-making Life Skills Health What does differentiated instruction provide? • Differentiated instruction provides MULTIPLE APPROACHES to content, process, and product. • Content – deals with input, what students learn • Process – how students go about making sense of ideas and information • Product – output, how students demonstrate what they have learned What are the five essential reading components that may need to be differentiated?   Phonemic  Awareness smallest units of sound that can differentiate meaning Phonics Correspond-ence between these sounds and the spelling patterns Vocabulary the set of words within a language Fluency level of language proficiency Comprehension level of understanding K X X X ? X 1 X X X X X 2 X X X X 3 (word study) X X X •  conduct initial assessment •  systematically monitor progress to inform instruction •  provide explicit instruction •  provide intensive instruction •  teach in small groups based on instructional need •  use materials appropriate to student level •  provide scaffolded, tiered or supportive instruction •  provide ample practice opportunity •  create a collaborative support system among school,              students and parents How do we differentiate for struggling readers to Differentiate Content • Reading Partners / Reading Buddies • Read/Summarize • Read/Question/Answer • Visual Organizer/Summarizer • Parallel Reading with Teacher Prompt • Choral Reading/Antiphonal Reading • Flip Books • Split Journals (Double Entry – Triple Entry) • Books on Tape • Highlights on Tape • Digests/ “Cliff Notes” • Note-taking Organizers • Varied Texts • Varied Supplementary Materials • Highlighted Texts • Think-Pair-Share/Preview-Midview-Postview         Tomlinson – ‘00 to Differentiate Product •  Assessments are not just tests. A number of product resources can be used to reveal the true “learning profile” of students. Some alternative sources for student data include:  •     journal entries, •     short answer tests, •     open response tests, •     home learning, •     notebooks, •     oral responses, •     portfolio entries, •     exhibitions, •     culminating products, •     question writing and •     problem solving.  FIVE CORNERSTONES OF DIFFERENTIATING READING INSTRUCTION 1. READ ALOUD TO MODEL HOW YOU APPLY READING     STRATEGIES AND JOURNAL WORK. 2. STUDENTS READ AT THEIR INSTRUCTIONAL LEVEL 3. INDEPENDENT READING AT STUDENTS’ RECREATIONAL LEVEL: 30 TO 40 BOOKS A YEAR. 4. JOURNAL WRITING THAT IMPROVES COMPREHENSION BEFORE, DURING, AND AFTER READING. 5. PERFORMANCE-BASED ASSESSMENTS HELP YOU PLAN INSTRUCTION AND INTERVENTIONS.      I will read: I will look at and listen to:  I will write:   I will draw:  I will need:  Here’s how I will share what I know:  My question or topic is:  I will finish by this date:  To find out about my question or topic… Learning Contract #1  Name _______________________ Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model   _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other    This will be a good way to demonstrate understanding of this concept because ______________________________________________________________  To do this project, I will need help with ______________________________________________________________  My Action Plan is________________________________________________  The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________  Student signature: ________________________________  Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___ Can I say goodbye for the day knowing that another individual has received maximum consideration? Parker’s Learning Styles Profile The End 

Lighting the Way  with Differentiation in Reading

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Lighting the Way with Differentiation in Reading

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