EDUC 524 DB 6
Share ideas for differentiating instruction in language arts. Why do you believe
learning in this area of study is so important for students with learning disabilities?
Discuss any other ideas or concerns that you have regarding this topic.
When you consider differentiating instruction you have to think of a variety
of teaching strategies as it is not a single strategy process. You have to consider the
students you are teaching, their learning level, and their ability, as well as consider-
ing the fact that not every student learns the same; all while teaching an exciting, en-
gaging lesson. In the area of teaching Language arts, this subject are is typically fo-
cused in on reading, writing, and grammar in an appropriate grade level. In order to
differentiate instruction for these areas discussed within language arts, it is relevant
to understand the ability of the student, the level they are, how proficient the stu-
dent is or is not at reading, their grammar and their writing skills. Once you've as-
sessed your students reading, writing, and grammar ability, and of course their aca-
demic needs and goals; it is important to differentiate instruction to be able to con-
nect the gap between the need of the student and his or her reading, writing, and
grammar over all goal. Understanding that reading is the foundation to language
arts will help comprehend the fact that using varies strategies during instruction is
the learning grounds to being a successful reader. Understanding these concepts of
instruction is crucial to teaching, because they create different effects on students
abilities who may show struggles or difficulties when reading (Mastropieri &
Scruggs, 2014). Differentiation instruction is basically understand as changes in ma-
terial, teaching strategy being learned by a student. Approaches to differentiating in-
struction in the area of language arts can be the use of sight words. Using materials
such as dry eraser boards, flashcards and teaching strategies such as 1:1 direct in-
struction or small group instruction, which is teacher lead and gives the student
more attention in their difficult areas and is deemed a code-emphasis approach
(Mastropieri & Scruggs, 2014). Read aloud tools are effective means of differentiat-
ing instruction in language arts, because repetition of instruction is helpful. Scaffold-
ing an assignment or lesson can be another strategy used to breakdown learning
into small parts so that the learner can comprehend the lesson at its basic form and
build (Ackerman, 2012, p. 20).
Learning in the area of language arts is vital because it will always be used
and will always be a necessary tool to academics and everyday life. I would espe-
cially think this for students with reading disabilities because these individuals are
manly the ones to struggle in the areas of reading, writing, and grammar. Language
arts which can fall into the sector of reading comprehension, grammar, writing and
reading is the beginning foundations of learning for all students; Whether they're
struggling or not. Although, struggling students are those that require more atten-
tion and creative differentiated instruction it is still the foundation to learning. I be-
lieve differentiating instruction is a great teaching strategy as it provides specific
needs, students most of the time need, in order for them to be successful in and out-
side of the classroom. In the scriptures, “For I know the plans I have for you,” de-
clares the Lord, “plans to prosper you and not to harm you, plans to give you hope
and a future” (Jeremiah 29:11). Christians who teach children with special needs of-
ten consider themselves to be agents of change whom are called to teach and create
worlds and environments for their students in which they fill are nurturing and wel-
coming. The biblical approach allows the student to feel just what the scripture
above states and that is the plan of the Lord to help them prosper and no harm to be
done to them. Christian educators have to understand this verse for what it states
and use that in the mindset of teaching children. Students learn on so many levels,
are so different in their understanding, ability and drive to learn that this instruction
definitely gets used on a daily basis in my classroom. I am a strong believer that dif-
ferentiated instruction does work and is needed for students that are struggling and
pose difficulty. Therefore, teachers should come up with lesson plans that are reflec-
tive on their students specific needs, whether it be that they handout different mate-
rials for each student after their lesson, but overall differentiated instruction should
always be at the forefront for lessons whether its 1:1 instruction or group lessons
within the classroom.
References
Ackerman, B. (2012). Guide to differentiated instruction. Lynchburg, VA: Liberty Press.
ISBN: 9781935986263.
Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for
effective instruction (6th ed.). Boston, MA: Prentice Hall. ISBN:
9780134492940.
Reply to Mary Gregg
Hello Mary Gregg
Thank you for your insightful post and your insight into differentiated in-
struction in language arts. I agree differentiated instruction is relevant when teach-
ing diverse students today. Learning to read by using your schools method and
breaking groups up is a refreshing and exciting way to teach students, especially in
the subject of language arts. This idea your classroom does reminds me of “interest
circles” a method or instruction Ackerman mentions, “Interest circles is a method
used to separate students based on many different things; maybe their interests or
level of learning” (Ackerman, 2012, p. 30). The idea as well is for the students to
choose a group that most of all motivates them. Maybe incorporating this idea into
your classroom breakups into groups, maybe trying something different next time
and allowing students to choose what group they want to be in? Incorporating this
idea one week on and one week off. Your idea cited about teachers needing to ob-
tain teaching traits like readiness, interest, learning profile and affect is a strong no-
tion to tackle when teaching and most teachers, I believe don't have or show all of
these abilities in their teaching. It does seem to be important for teachers to have
those traits when teaching students with varies abilities and whom learn on differ-
ent levels. I like that before you read to your group of students you told them a story
that some could relate to, this gives students more interests in what you will be
teaching because its relatable. I will keep in mind this idea of sometimes starting my
lessons with relatable stories or catchy introductions into my lessons. Without the
ability to read and comprehend text, students, and most of all those with learning
difficulties and reading difficulties have little to no chance at achieving success in
any subjects. I also agree with the point you made that you could change a students
view of learning even when it seems boring to them with just one activity, especially
a relatable one. Your experience in the area of differentiated instruction and the
methods your school encourages is apparent and your thoughts about the subject
matter are informative, as well as pose a different way to teach.
There are many students left behind in the learning process due to many reasons
in the eduction system and ineffective teaching is often the blame. Many educators as
well as I believe that Jesus Christ was the “Master Teacher”. I believe he would have
mastered the method of differentiated instruction because he would have been able to see
what many of us as educators are simply not gifted to see and that would be, their
strengths, weaknesses, abilities and what their future holds as successful students. Jesus
would've been able to teach knowing what they would be doing years ahead. He would've
been able to foresee all of this and teach them in a way that only Jesus would know of on
the first try of teaching a lesson, how the student will be able to gain the knowledge, sub-
ject or lesson because he knows us inside and out, he knows our fears, abilities, potential
and our future.
References
Ackerman, B. (2012). Guide to differentiated instruction. Lynchburg, VA: Liberty Press.
ISBN: 9781935986263.
Reply to Sarah Mesco
I use Fundations as well in my classroom to teach language arts specifically
reading. I use Phonics methods as well when teaching language arts. I find that with
my students when I introduce phonics they comprehend the lesson more and with
repetition it is strengthened and later remembered. Have you tried this in your
class? Singing songs, reading with a beat and sounding out letters with a song? This
has worked wonders in my classroom in conjunction with Fundations and visuals. I
of course differentiate materials based on their level of learning and ability. In my
Reading groups I pair students depending on their reading abilities and language
awareness. We do not use Leveled Literacy Intervention in my classroom but that is
something I will bring up to my administration on incorporating this method into
my lessons, because it seems to be rather helpful.
In further thinking about how Jesus could have modeled differentiated in-
struction into his teaching in todays modern classrooms and learners much comes
to mind. The bible explains Jesus’s teachings as engaging with his followers, which
would translate to us as students. In many of Jesus’s lessons or teachings, Jesus
called his followers to be fishers of men. He encouraged his followers to keep bring-
ing people into the faith as believers. Jesus did this by engaging their attention and
interest. Jesus would go to his followers, to their home place, he would make con-
nections with their lives into his word and teachings. Making it interesting and
speaking of things that are of importance to them so they would listen and follow
him. In this example, I believe Jesus would have modeled an Interactive teaching ap-
proach as well as mastered student engagement for differentiated instruction. Being
a Christian, I feel strongly with Ackerman’s statement; How as educators can we
reach our students so that they can express their God given gifts to their full poten-
tial and Ackerman says, its through differentiated instruction and I believe that is
true (Ackerman, 2012, p. 42).
References
Ackerman, B. (2012). Guide to differentiated instruction. Lynchburg, VA: Liberty Press.
ISBN: 9781935986263.
“But blessed;is the one who trusts;in the;Lord, whose confidence is in him. They will be
like a tree planted by the water that sends out its roots by the stream. It does not fear
when heat comes; its leaves are always green. It has no worries in a year of drought and
never fails to bear fruit.”
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