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Jennifer Cochran- NLGL Creative Synthesis
Adult Learners
Differentiated instruction does not only apply to the classroom with our students, but it also applies to Professional Development and interactions with our fellow colleagues. ECI 544, Literacy Assessment and Intensified Instruction II, was my first introduction to coaching colleagues. Initially I felt it would be quite simple, but I learned very quickly there was a lot involved in the process. During this particular coaching experience, I helped my colleague differentiate her literacy instruction when teaching her students about identifying the main idea in a nonfiction story. When planning her lesson, we chose texts that were engaging for the students, and then grouped them based on interest and ability level. They then met with those small groups, as my colleague and I walked around and structured our probing questions based on student discussion. It was a wonderful lesson and the students really enjoyed it! When debriefing with my colleague, she expressed that while it took time to differentiate her instruction to meet the needs of her students, it was extremely rewarding and a tactic that she will utilize in the future. When literacy instruction is differentiated in the classroom, students are more engaged in the lesson and the teacher is able to meet their needs and cater the instruction in a way that helps students remember the content. The students had so much fun during this lesson, which clearly expresses the benefits of differentiated literacy instruction.
My coaching reflection video shows all the different ways literacy instruction was differentiated in a first grade classroom!
Looking at differentiated instruction in another light brings me to the Needs Assessment that was given during our Teachers as Leaders course (ECI 508). When I gave this assessment to the staff at my school I was not expecting the outcome and certainly was not anticipating the leadership opportunities that followed. The assessment showed a great need for sustained, job-embedded professional development with the resources that are readily available and used at my school daily for various intervention procedures. When reviewing the assessment results, the administration at my school allowed me to form a literacy committee to begin the process of developing purposeful and valuable professional development. Looking toward planning professional development, it is important to differentiate the learning to meet the needs of the staff members in attendance. “...PD must be authentic and focused on the goals and needs of students, teachers, and the school” (Bean and Dagen, 2012, p. 359). This brings to mind ideas of asking educators at my school their goals and interests, and then gearing Professional Development opportunities toward that specific interest. When literacy leaders are able to meet the needs of the educators, the Professional Development will make an impact on the teachers, which then makes an impact on the students they teach. Differentiated instruction spans much more than just our classrooms, and I am excited to plan meaningful and impactful Professional Developments in the future.
Click here to view my Needs Assessment reflection and next steps to address literacy instruction at my school!
Standards Addressed:
English and Language Arts (ELA)-
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.
Standards for the Preparation of Literacy Professionals (2017)-
STANDARD 2: CURRICULUM AND INSTRUCTION
2.2 Candidates coach teachers in designing, selecting, implementing, and evaluating evidence-based instructional approaches, interventions, and supplemental programs that address the needs of students and enable them to be successful in various settings (e.g., general classroom, academic disciplines, other subject areas, outside school)
Resources:
Bean R. M., & Dagen A. S. (2012). Best practices of literacy leaders: Keys to school
improvement. New York, NY: Guilford Press.
This resource, taken from a session at the NCRA Conference, is one to keep in mind when planning meaningful and purposeful Professional Development opportunities!
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