Instructional Methods/Approaches for all students
While this site has detailed many approaches for differentiating instruction for CLD students, what's important to note is that these strategies are simply best practices for all students. Focusing on the learning needs of all students is what differentiation is all about. Too often, educators believe that in order to differentiate a teacher must spend hours of time creating different kinds of assignments for different kinds of learners. This myth, which haunts education, has lead to many excuses for not differentiating. In reality, differentiating does not have to be an exercise in frustration; instead, teachers can work smarter and utilize techniques acknowledging student differences while also maximizing the classroom environment. One of the simplest ways to accomplish this goal is through flexible grouping.
flexible grouping
Flexible grouping is the intentional grouping of students based on differing needs at various times. These groups are not permanent, but rather group and regroup as necessary for the needs of the learner and access to the content. According to Michael Ford (2005), "when teachers plan for flexible grouping, they consider the strengths and weaknesses of each grouping approach and then put them together to allow the teacher to best meet the needs of the classroom . . . the groups are formed and dissolved as needs change to allow for maximum flexibility, avoiding the static nature of the grouping patterns of the past" (p. 1). In the English language arts classroom, this particular strategy is perfectly suited. Students can be grouped in a variety of ways for a variety of purposes within the ELA standards of reading and writing. In the inclusive classroom where diverse learners engage together, the teacher must be cognizant of all kinds of learners and create groups that best fit the goals of the day, lesson, unit, or larger course of study. By teaching students about different groups for different purposes, students are able to see the teacher putting forth lessons that honor their learning needs. Flexible groups should have a modicum of transparency so that students do not feel a stigma, but also recognize the diverse needs of their peers.
When creating groups, teachers consider what structure is best suited to the learning: whole class, small group, partners, or individual. Utilizing the classroom arrangement and standing classroom routines can help students know how to move into and out of various groups in an efficient manner. The benefits to this structure go beyond academic needs as "it allows students to have the opportunity to work with, and learn from, their peers in a way that lets them feel comfortable contributing [and] . . . they learn to work independently and cooperatively with a variety of personalities" (Cox, n.d.) thereby also servicing social and emotional needs.
When creating groups, teachers consider what structure is best suited to the learning: whole class, small group, partners, or individual. Utilizing the classroom arrangement and standing classroom routines can help students know how to move into and out of various groups in an efficient manner. The benefits to this structure go beyond academic needs as "it allows students to have the opportunity to work with, and learn from, their peers in a way that lets them feel comfortable contributing [and] . . . they learn to work independently and cooperatively with a variety of personalities" (Cox, n.d.) thereby also servicing social and emotional needs.
flexible grouping ideas & strategies for the english language arts classroom
Grouping w/o Tracking (Differentiating Levels of Support) |
This method of grouping is for when a common text is being taught. The teacher begins by front-loading the text to the entire class. Groups are then formed as to the probability of what students will be able to access the text on their own versus those who can access it with varying levels of support. Teachers can then provide scaffolded materials to assist most groups. Those students who will need the most support are grouped together and then work with the teacher in a guided reading model to access the text. The class is eventually brought back together for whole class wrap up of the text and intended learning outcomes. |
Jigsaw (Differentiating within a Text) |
This method of grouping is intended for when a common text is being taught, but there are varying levels of difficulty within that text. Groups are formed to look at specific areas of the text in "home groups". These groups outline the important information from that section of the text to be taught to the next group of students who read different parts of the text. In this model, teachers can design groups based on ability and then provide scaffolded support for each section of the text. When the second group forms, all students will have information to share to the larger group without any stigma being attached to the levels of support received. |
Literature Circles (Differentiating by Text Level) |
Literature circles allow for different texts to be read by groups of students based on interest or ability. All groups are responsible for similar activities when reading the text, but the texts themselves can be leveled out according to ability. These homogenous groups can receive differentiated levels of support in materials and teacher support. Conversely, heterogenous groups can be formed based on interest level in the text. These groups also allow for peer interaction and assistance in comprehending the text. |
Writer's Workshop (Differentiating by Writing Ability) |
The writer's workshop model is a strategy which lends itself well to differentiation. Students can be grouped a number of ways, by writing ability or heterogeneously. Depending the desired outcomes of the peer review session, teachers can group students in ways that support the content. For some intents, having students work in heterogeneous groups allows for peer review focused on different strengths of various group members. In another scenario, students of similar writing ability are grouped together and provided different peer review protocols aimed at specific writing skills that all group members need support. |