Sie sind auf Seite 1von 7

MAT 719

DIFFERENTIATI
ON &
CURRICULUM
DESIGN
Adan Rodriguez
USM

WHATS THE PROBLEM?


Diverse students continue to under achieve and under perform in reading
comprehension. They generally score lower in reading test and are more
likely not to be reading at grade levels. If individual reading sessions were
substituted with small group reading sessions that are structured by student
interest and ability will they improve readings levels for all students?

BASELINE DATA
The base line data I will are students reading scores along with speed

reading test to establish baseline reading levels. Vocabulary test will also
be used to gauge overall reading comprehension.

GOALS
Professional Goal: To be able to exercise and refine differentiated learning for
diverse students. I want to work closely with the students to ensure they are
getting support as needed.

Student Goals The goals for the students is not only to raise reading levels,
but also to comprehend the information they are reading. Using the small
group reading sessions will also allow for close interaction with their peers.
Ultimately leading to increased discussion.

ARTIFACTS
- Using direct observations will allow me to give direct feed back to reading

groups

-Pre and Post test will allow for baseline data to be established.
- Journal tracking by students, the students will practice writing summaries

of passages and keep track of progress made

TIME FRAME
Week 1. This week will be giving for the instructor to group the students together based

on interest, reading abilities, and by personnel they would like to work with. At this time a
pretest will be giving as well to establish a baseline on the students reading level.


Week 2. The small groups will be established and will be focusing on reading material that

interest them. This will not necessarily be books from the classroom. It could be material
that the students bring in from home as well. Students will be utilizing all group reading
sessions versus individual reading session.


Week 3. By week three students should be receiving from 20-30 minutes of reading within

their group. During reading session students will each read in 5-7 minute segments. The
segments are kept short to ensure students remain on target.


Week 4. Students will continue to work in the group sessions during this week. They will

take a reading exam to conduct and azimuth check on the students current reading state.

REFERENCES
References
Algozzine, R., Campbell, P., & Wang, A. (2009).63 Tactics for Teaching Diverse Learners, Grades 6-12. Thousand Oaks, Calif: Corwin.

B. (n.d.). What Is Differentiated Instruction? | Scholastic.com. Retrieved September 17, 2016, from http://www.scholastic.com/teachers/article/what-

differentiated-instruction

King-Sears, M. E. (2008). Facts and Fallacies: Differentiation and the General Education Curriculum for Students with Special Educational Needs. Support

For Learning,23(2), 55-62.

Ozturk, M. A., & Debelak, C. (2008). Academic Competitions.Gifted Child Today,31(3), 47-53.

Schumer, F. (2003, November 9). A Paddle for the Mainstream.New York Times. pp. 34-36.

Sparks, S. (2015, January 28). Differentiated Instruction: A Primer. Education Week. Vol 354, Issue 20

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. (n.d.). Retrieved September 17, 2016, from

http://education.cu-portland.edu/blog/teaching-strategies/examples-of-differentiated-instruction/