DIFFERENTIATED READING STRATEGIES

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DIFFERENTIATED READING STRATEGIES

• Alice Rusevic
• Aurora University

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DIFFERENTIATION OF INSTRUCTION IS A TEACHER'S
RESPONSE TO LEARNERS' NEEDS

• RESPECTFUL TASKS
• ON-GOING ASSESSMENT?
• FLEXIBLE GROUPING?

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• Differentiate
• CONTENT
• PROCESS
• PRODUCT
• According to students'?
• READINESS
• INTEREST
• LEARNING PROFILE?

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CONCRETE TO ABSTRACT Materials, representations,
ideas, or applications than less advanced peers.
SIMPLE TO COMPLEX Resources, research, issues,
problems, skills, or goals. BASIC TO
TRANSFORMATIONAL Manipulation of information,
ideas, materials, or applications FEWER FACETS TO
MULTI-FACETS Parts in directions, connections
within or across subjects, or planning and
execution SMALLER LEAPS TO GREATER LEAPS Mental
leaps in insight, application, or transfer MORE
STRUCTURED TO MORE OPEN Solutions, decisions,
and approaches LESS INDEPENDENCE TO GREATER
INDEPENDENCE Planning, designing, and
self-monitoring SLOWER TO QUICKER Movement
through prescribed materials and tasks
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Background Vocabulary KnowledgeCUBING
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ComprehensionVARIED PRODUCTS
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FluencyFLEXIBLE GROUPING
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FLEXIBLE GROUPING STRATEGIES
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ListeningGRAPHIC ORGANIZERS
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NOTES ON LISTENING

• Learned skills --gt Need to be taught
• Basic for communicating, learning, thinking and
  acquiring awareness of the world
• Requires participation --gt Requires students
  active effort
• Information-processing activity
• Trains the child to select, remember and process
  sounds

Not necessarily every child's preferred channel
of learning
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The intent of differentiated instruction is to
maximize each students growth and individual
success by meeting each student where he or she
is, and assisting in the learning process.