Differentiated Instruction for SLI student and Readiness

Students Whom Differentiated Instruction Would be Appropriate

 

What is differentiated instruction?  Differentiated instruction is when a teacher (like I am hoping to become) attempts to meet the needs of every student in the classroom through formative assessments, adjusting lessons, offering additional materials, and so forth.  Students have different learning styles, different abilities, and unique personalities that differentiated instruction enable a teacher to elevate each student’s requirements and preferences.  This sounds like a tall order for the teacher!

“Keep in mind that differentiation shouldn’t be something that complicates your day or life. Although additional work and effort are required up front, the payoff comes later in the lesson of study or even in the school year. The payoff comes when students achieve more in your classrooms, become more involved in classroom discussions, smile more during their school days, and, yes, even score higher on various assessments.” (Preszler, 2006).

A disability, listed by the IDEA (Individual’s with Disabilities Education Act), Speech or Language Impairment (SLI) is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. It would be appropriate to differentiate learning in a High School Geometry class for a student with such a disability.  Formative assessments I plan to use in my classroom are: Homework/Self-Assessment, Oral Question and Answer, Pair-Think-Share, White Board magic, and Exit Ticket. 
The Formative assessment that would need modification based on the students’ needs would be the Pair-Think-Share.  Pairing of students for this assessment would be a high priority.  I would reach out to specific students that are grasping the content at a high level and have the maturity to partner with the disabled student.  This modification differentiates the learning environment and helps the disabled student through a peer tutoring type experience.  I would also give additional time and attention to this pairing during this part of the lesson so that the content is being learned at a high level from both students.  I can also modify the problem given to the pairing, differentiating the content, for the student with the disability into specific steps and include key words and add graphics or pictures when applicable.  The learning environment of the classroom would be a high priority for the learning needs of a student with SLI. As a teacher I would need to be sensitive to calling on a student with SLI during an Oral Question and Answer Formative Assessment, instead I could set up a daily text/email with the student still assessing their learning while meeting their specific needs.   The Learning environment of the classroom should also be supportive and productive for all students - a place where learning math will be fun, interesting and productive.

Three resources that will support the SLI student(s) in the class : 

• Strategies for Speech or Language Impairment http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
• LD Online: Educators Guide to Learning Disabilities and ADHD http://www.ldonline.org/spearswerling/Specific_Language_Impairment
• Project Ideal http://www.projectidealonline.org/v/speech-language-impairments/

Based on the above modifications of the Formative Assessment I would be consistently checking for understanding, making sure the seating position in the class allows for clear access to visual and verbal cues, and using co-operative learning such as peer tutoring.  Proper assessment is key for all students, especially those with disabilities, to be successful and competent with the content they are to master. “The assessment process is multi-tiered, multidisciplinary and occurs in a continuous cycle—from planning through to final assessment and evaluation. The assessment process begins at the classroom level, with the teacher using informal techniques such as observation, reading inventories and other diagnostic tools to explore how the student is learning and to identify areas of strength and concern.” (Speech and Language Disorders, nd).

Early detection, tracking attendance, social interaction and grades are all tools for identifying and addressing struggling students in the classroom.  The readiness level of a student refers to capability to learn and apply new concepts. Formative Assessments are a means to gauge the readiness level of each student .  Differentiating instruction for students at different readiness levels requires a full breakdown of the content.  Tiered instruction is a strategy where a lesson is organized from least complex to most complex.  A great way to organize the levels is from Bloom’s Taxonomy knowledge dimensions: Remember, Understand, Apply, Analyze, Evaluate, and Create.  For example, in the High School Geometry class the current lesson it about the Pythagorean Theorem.  The lesson would start with a very simple application of the theorem, a simple triangle.  As the lesson progresses students could be grouped or paired based on their readiness level and given a set of problems tiered to meet their need(s). 

In my lesson on the Pythagorean Theorem for example - some students may struggle with the algebra while other students may be ready for application.  Having a lesson prepared by readiness levels will allow me to group the students - and work with each groups needs.  The students who are ready for application could work on a project incorporating technology and writing skills.  These students need little instruction which allows my time to work with students needing algebra review and more explanation.  Never wanting students to feel in the low group or high group I feel it would be important to be discrete in the groupings and assignment work. 

 

References

Weselby, C. (2017). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/

Preszley, J. (2006). Strategies That Differentiate Instruction. Retrieved https://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf

Do2Learn. (2017). Disabilities. Retrieved http://do2learn.com/disabilities/Overview.html

Dr. Bloom, B. (2015). Bloom’s Taxonomy of Learning Domains. Retrieved http://www.nwlink.com/~donclark/hrd/bloom.html

n.a. (2017). Speech and Language Disorders. Retrieved https://speechandlanguagedisabilities.weebly.com/classroom-implications.html