First, provide five evidence-based strategies:
•Two instructional strategies (i.e., graphic organizers),
•Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
•One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
MultiLit is a research initiative of Macquarie University, Sydney.
Since 1990, a research team led by from Macquarie University Special Education Centre (MUSEC) has been researching more effective ways of managing children’s behaviour in the classroom and how best to teach children who struggle to learn to read.
In 1995, Professor Wheldall launched the Making Up Lost Time In Literacy (or MultiLit) Initiative at MUSEC as a focus for a program of research and product development. The was established in 2006 as the focus for continuing research.
The early MultiLit research (1996 – 1998) is detailed in the report commissioned by the Commonwealth Department of Education, Training and Youth Affairs (DETYA, now DEEWR) entitled ‘’ (Wheldall & Beaman, 2000).
To keep up to date with research from the MultiLit Research Unit (MRU), click on
A list of by members of MRU published since 2000 is available.
Members of MRU have also contributed regularly to the series of , one page summaries of sometimes controversial programs and practices, published by Macquarie University Special Education Centre (MUSEC).
Effective instruction for socially disadvantaged low-progress readers
The Schoolwise Program
Kevin Wheldall, MULTILIT Research Unit, Macquarie University, Australia
(This paper was prepared for the 2008 LDA Mona Tobias lecture, and was subsequently published in the Australian Journal of Learning Difficulties, Vol 14 (2) 2009, Copyright Taylor & Francis.)
In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low-progress readers, and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence. Click here to access Professor Kevin Wheldall's 2008 Mona Tobias lecture.
Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001).
Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn....
Access the complete dissertation:Walden University ScholarWorks Walden Dissertations and Doctoral Studies 2014 Differentiated Instruction in a Standards-Based Middle School Science ClassroomDifferentiated Instruction: Understanding the personal factors and organizational conditions that facilitate differentiated instruction in elementary mathematics ...Differentiated Instruction: Meeting Individual Needs.
Students should work at all levels of the taxonomy. It should not be viewed as a ladder, however, nor as a framework for differentiated instruction (Tomlinson & McTighe, 2006, pp. 119-120). The taxonomy is helpful for breaking down state standards into meaningful components as teachers plan their instruction. Planning for instruction will be elaborated upon in of this essay on content and curriculum mapping.
InMarian Small (2012) recognized, "It is not realistic for a teacher to try to create 30 different instructional paths for 30 students, or even 6 different paths for 6 groups of students. Because this is the perceived alternative to one-size-fits-all teaching, instruction in mathematics is often not differentiated. To differentiate instruction efficiently, teachers need manageable strategies that meet the needs of most of their students at the same time" (p. 6). This can be accomplished using just two core strategies: open questions and parallel tasks, which are the focus in her book. These core strategies are addressed for grade bands preK-2, 3-5, and 6-8 within each math strand: number and operations, geometry, measurement, algebra, and data analysis and probability. Per Small:
According to Strong et al. (2004), testing practices should also aim tomeasure knowledge in all four dimensions. Teachers should be aware thattexts and their accompanying tests, however, tend to emphasize only the masteryand understanding styles of learning. To differentiate instruction, teachers can:
The concept of differentiated instruction is not new. Historically it has been discussed in other terms related to addressing individual differences in instruction.
Curriculum Associates, Inc. also has a. Text is accompanied by audio. Handouts, supplementary readings, and short video clips of teachers explaining the use of a particular strategy in their classrooms are included. A broadband connection is recommended. The four lessons address principles of differentiated instruction, the role of formal and informal assessment in identifying student needs, strategies used in differentiated instruction, and guidelines for managing a differentiated classroom.
Theroux (2004) addressed four ways to differentiate instruction: content (requires pre-testing to determine the depth and complexity of the knowledge base that learners will explore), process (leads to a variety of activities and strategies to help students gain knowledge), product (complexity varies in ways for assessing learning), and manipulating the environment or accommodating learning styles. Fairness is a key concept to emphasize with learners, who will recognize that not everyone will work on the same thing at the same time. They need to appreciate that not everyone has the same needs. Likewise, Hall, Strangman, and Meyer (2003) presented a graphic organizer within their work, which they called the Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction and also provided a number of links to learn more about this topic. ASCD has multiple.
"Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning" (para. 2).