Differentiating Reading Instruction

 The textbook readings this week had many points in common.

1.      The importance of constant, quality assessment

2.      Develop varied ways students can explore their learning

3.      Teach up.

4.      Clue in to your student’s interests.

5.      Share responsibility of learning with students

The readings were all important, but somewhat repetitive since they all seemed to cite each other’s research. My favorite of the textbooks so far is the Tomlinson text. Not only do I like the way the information is presented (I find it quite a bit easier to read) but I also like that it seems to delve more into the emotional effects of outside lives on the learning and behavior of  children. “Some kids come at the world with their dukes up. Life is a fight for them in part because the belligerence that surrounds them spawns belligerence in them,”(Tomlinson, p. 14).

The readings this week continued my questions about the difference between learning profiles and learning styles. Chapter 1 of Tomlinson discussed the difference between today’s differentiation and that of the 1970’s, “at least we understood that students have different learning profiles.” The Robb text also discusses Howard Gardner’s multiple intelligences as the research base for differentiated instruction, which makes me wonder what exactly is the difference between multiple intelligences and learning styles? I can understand that different people have higher aptitudes in different areas (literacy, music, art, mathematics etc.) but does this effect or shape how they learn?

Another part of the readings this week that I was unsure about was the idea of tiering. Though all of the readings talked about it, I was confused by all the research jargon. While reading this week I also wondered how teachers can differentiate when they have a very rigid or strict curriculum guide set by their district or school. I like the idea Robb suggested when differentiating reading in a high school English class, three different books about the same topic at different levels, but is that realistic in every district? On a personal note, I thought it was a little interesting she completely disregarded To Kill A Mockingbird, that was one of the only high school curriculum books I really loved when I was in school.

I would also like to learn more about RTI. I attended some RTI meetings during my student teaching where the kindergarten team, vice principal, special education teacher and school counselor discussed individual students they were concerned about. Their concerns spanned from the student’s reading and complex thinking abilities to social problems and home life. So it wasn't until I read about it in these textbooks that I realized it was related to differentiated instruction.

One thing I liked about the readings this week was the discussion of the teaching to the lowest, middle and highest learners. Their points about advanced learners and struggling learns in particular were very important for teachers and all school employees to consider. I saw a lot of my own views of school in the “trappings of advanced learners”. Particularly about advanced learners becoming perfectionists (Tomlinson, p. 11). I know a lot of my friends that I grew up with and attended elementary school with also consider themselves to be perfectionists, sometimes to their own detriment. I think we wouldn't continue to put so much pressure on ourselves through school and as adults if our teachers had done more to support well-being rather than encouraging competition.  

Robb, L. (2008). Differentiating reading instruction: How to teach reading to meet the needs of each student. New York, NY: Scholastic.

Tomlinson, C. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Upper Saddle River, NJ: Pearson.

Walpole, S., & McKenna, M. (2009). How to plan differentiated reading instruction: Resources for grades k-3. New York, NY: Guilford.