Assessment-based Individualized Instruction and Differentiated Instruction
Let’s face it. Many teacher are afraid of individualized instruction. We may have tried it once or twice, at the behest of a supervising teacher or evaluator, but found the preparation, class management, and correcting to be overwhelming. It’s not that we teachers don’t buy in the the validity of differentiating instruction according to the needs of their students. After all, any teacher knows that a class full of cookie-cutter students is rare or non-existent. It’s just that we learn how to balance life inside of the classroom with life outside of the classroom. It’s a matter of survival. Plain and simple. So we set our defense mechanisms firmly in place. We track students. We shove the load of remediation on special education teachers or newbies. We tell gifted students to read an extra book or sent them off on field trips. We make excuses, blaming students, parents, class sizes, etc. We frankly give up and focus on doing what we can do-teach to the middle of the class.
But what if there were efficient resources and instructional practices that made adjusting instruction to the level of each student quite do-able without tearing our hair out or turning to Prosac®?
Following are articles, free resources (including reading assessments), and teaching tips regarding assessment-based instruction from the Pennington Publishing Blog. Check out our approach to teaching to the needs of individual students–Assessment-based Individualized Instruction (ABIL). An instructional approach taking the best from differentiated instruction, individualized instruction, and personalized instruction. An instructional approach teachers actually use and keep using. Also, check out the quality instructional programs and resources offered by Pennington Publishing.
Assessment-based Individualized Instruction
https://blog.penningtonpublishing.com/reading/assessment-based-individualized-learning/
Every educational movement needs a catchy new acronym. ABIL will have to do: Assessment-based Individualized Learning. Simply put, it’s the supplemental instruction students need to catch up while they keep up with grade-level instruction. See how ABIL differs from Differentiated Instruction.
Teaching the Class and Individuals
https://blog.penningtonpublishing.com/reading/teaching-the-class-and-individuals/
Perhaps the greatest guilt-inducers for any veteran teacher are these two questions: 1. Do you know the individual needs of your students? 2. Are you teaching to the individual needs of your students?
Let’s provide a bit of context to those questions: Teaching the class is important and takes an enormous amount of energy and skill. Doing it well takes years of trial and error, professional development, and probably some natural ability that just can’t be learned or taught. It’s both an art and a science.
Free Whole Class Diagnostic ELA/Reading Assessments
https://penningtonpublishing.com/
Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!
Navigating Differentiated Instruction
https://blog.penningtonpublishing.com/reading/navigating-differentiated-instruction/
A quality English-language arts curriculum designed to differentiate instruction is like a good nav system. Teachers committed to differentiated instruction need to invest in curricular resources with good nav systems rather than band-aiding outdated road maps.
Common Core DI, RTI, and ELL
https://blog.penningtonpublishing.com/reading/common-core-di-rti-and-ell/
DI (Differentiated Instruction), RTI (Response to Intervention), and ELL (English Language Learners) or ELD (English Language Development) instructional strategies are all validated in the new Common Core State Standards. Common Core writers have clearly gone out of their way to assure educators that the Standards establish the what, but not the how of instruction.
Don’t Teach to the LCD
https://blog.penningtonpublishing.com/reading/dont-teach-to-the-lcd/
Our penchant for helping individuals can work cross-purpose to our overall mission of helping all students. In fact, we often wind up teaching to the LCD (the Lowest Common Denominator). Instead, we need to differentiate instruction to all of our students.
Differentiated Reading Instruction for Gifted Students
It’s time to differentiate reading instruction for all students, including our gifted ones. An entirely different curriculum is not the answer, but gifted students do need to be taught differently to maximize their progress and love of learning. Here are three tips that will make a difference for your gifted students.
The Dos and Don’ts of Differentiated Instruction
https://blog.penningtonpublishing.com/reading/the-dos-and-donts-of-differentiated-instruction/
With the Response to Intervention (RTI) model now being incorporated into many school districts today, it has become increasingly important to help frame the differentiated instruction (DI) discussion in an objective manner that won’t promote narrow agendas and will encourage teachers to experiment with DI in their own classrooms. At its core, differentiated instruction is simply good, sound teaching. Directly addressing the individual learning needs of our students, rather than teaching a class as though all individuals in it were basically alike, offers our best chance of success for all.
Differentiated Instruction: The What and the How
https://blog.penningtonpublishing.com/reading/differentiated-instruction-the-what-and-the-how/
Our understanding of the characteristics and proclivities of our students should inform both the what and the how of instruction. Consider this: students don’t know what they don’t know. To devolve the what of instruction to student choice is to abrogate our responsibilities as the informed, objective decision-makers. Teaching professionals know what our students do and don’t know. Furthermore, to delegate the how of learning to students seems akin to educational malpractice.
23 Myths of Differentiated Instruction
https://blog.penningtonpublishing.com/reading/23-myths-of-differentiated-instruction/
Differentiated instruction “is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike (Carol Ann Tomlinson)” However, 23 myths of differentiated instruction continue to dissuade teachers and administrators from embracing this instructional concept.
12 Reasons Why Teachers Resist Differentiated Instruction
Teachers resist differentiating instruction within their classroom for both internal and external reasons. Knowing why teachers prefer whole group instruction, rather than differentiated instruction can help break down barriers to change and help teachers focus on the individual needs of their students.
Don’t Teach to Learning Styles and Multiple Intelligences
Most teachers believe in some form of learning styles or multiple intelligences theories. The notion that each child learns differently, so we should adjust instruction accordingly (learning styles) justseems like such good old-fashion common sense. The theory that each child has different innate abilities (multiple intelligences) just seems to be confirmed by common experience. But common sense and experience are untrustworthy and unreliable guides to good teaching. Despite what the snake oil learning styles and multiple intelligences folk tell us, they are simply wrong. Here are five reasons why.
Learning Styles Teaching Lacks Common Sense
https://blog.penningtonpublishing.com/reading/learning-styles-teaching-lacks-common-sense/
Different strokes for different folks. Our assumption is that we all learn differently so good teachers should adjust instruction to how students learn. Specifically, we assume that some students are better auditory (or aural) learners, some are better visual learners, and some are better kinesthetic learners. Or add additional modalities or intelligences to the list, if you wish. All we need to do to maximize learning is to adjust instruction to fit the modality that best matches the students’ learning styles or intelligences. It just seems like good old-fashioned common sense. However, common sense is not always a trustworthy or reliable guide.
Assessment-based Re-teaching
https://blog.penningtonpublishing.com/reading/assessment-based-re-teaching/
- It just hit me. I cared more about the quality of what I taught and how I taught it, than what the students needed to learn and if the students learned it. The focus isn’t a distinction without a difference. It’s a game-changer. If you are willing to re-teach what you’ve already taught (and not yet taught) this year, check out my 14 FREE diagnostic ELA and reading assessments with recording matrices. These quick, comprehensive, whole-class tests will give you teachable data to re-teach students what they need.
Mastery Learning in RtI
https://blog.penningtonpublishing.com/reading/mastery-learning-in-rti/
What if a shaky foundation is what we’re dealing with now? We can’t do anything about the past. Teachers can start playing the blame game and complain that we’re stuck teaching reading to students who missed key foundational components, such as phonics. All-too-often, response to intervention teachers are ignoring shaky foundations and are trying to layer on survival skills without fixing the real problems. Instead, teachers should re-build the foundation. Teachers can figure out what is missing in the individual student skill-sets and fill the gaps… this time with mastery learning. Get Pennington Publishing’s set of diagnostic reading assessments absolutely FREE with the link in this article.
Pre-teach before Assessment
https://blog.penningtonpublishing.com/reading/pre-teach-before-assessment/
Call it what you wish: summer brain-drain, poor retention, a learning disability, problem with learning styles, developmental delay, or lack of motivation or practice… some students just seem to forget what they have learned before. Good assessments catch students at their best. That’s why it makes sense to pre-teach before teachers assess to help students retrieve prior knowledge and get the assessment results that will help us design efficient instruction.
More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog
English-Language Arts and Reading Intervention Articles and Resources
Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.
- Free Teaching Reading Resources
- Grammar and Mechanics
- Vocabulary
- English-language Arts Standards
- English-language Arts Instruction
- Essay Resources and Lessons
- The Writing Process/Writers Workshop
- Writing Style
- Spelling
- Structural Analysis/Syllabication/Oral Language
- ELA/Reading Assessments
- Independent Reading
- Reading Intervention (RtI Resources)
- EL/ESL/ELD
- Assessment-based Individualized Instruction/Differentiated Instruction
- Critical Thinking
- Study Skills
- Test Preparation
- Developmental Characteristics
- Professional Development
- Literacy Centers
- Close Reading
- Reading Comprehension
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The Science of Reading Intervention Program
The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program BUNDLE includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.
SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.
Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing