Teachers wanted to address the wide range of needs and number of students with learning challenges. Outdated learning resources could not meet the needs of a program of differentiated instruction. A literacy profile matrix shows each student's relative ability on those 8 competencies rated in 4 categories: not yet meeting; minimally meeting; fully meeting; exceeding.
Teachers wanted to address the wide range of needs and number of students with learning challenges. Outdated learning resources could not meet the needs of a program of differentiated instruction. A literacy profile matrix shows each student's relative ability on those 8 competencies rated in 4 categories: not yet meeting; minimally meeting; fully meeting; exceeding.
Teachers wanted to address the wide range of needs and number of students with learning challenges. Outdated learning resources could not meet the needs of a program of differentiated instruction. A literacy profile matrix shows each student's relative ability on those 8 competencies rated in 4 categories: not yet meeting; minimally meeting; fully meeting; exceeding.
Classroom Purpose School perspective: • teachers wanted resource support & EA support, so question was how to allocate scarce resources: what is fair & equitable? • school goal was differentiated instruction • pro-d focus on differentiated instruction Purpose con’t Classroom perspective: • teachers wanted to address the wide range of needs and number of students with learning challenges • all teachers asked to participate in collecting data by administering DRA • assessment data collated for each classroom • one classroom chosen to pilot a literacy program focused on one goal: Karen Maier, grade 2/3, with Learning Resource Teacher Megan Zeni and School Based Support Teacher Ida Ollenberger Background Information • many new teachers were asking for strategies to meet the diverse needs in their classrooms • experienced teachers were finding their familiar methods of teaching to the class as a whole were not working effectively • outdated learning resources could not meet the needs of a program of differentiated instruction (must accommodate all reading levels) • purchased Nelson Literacy Series and Guided & Independent Reading kits • new resources eliminated most teacher prep; old materials added to teacher workload Process of resources selection • secured release time for classroom teachers (in groups K-2; 2-4; 5-7): principal covered classes for 2 hours • resource teacher arranged publishers to visit school: groups reviewed materials with resource teacher • recommended one product K-7 for consistency: Nelson series • TL catalogued materials: pro-d day to become familiar with materials (LSD teacher consultants facilitated) Learning Project Process Know your learner: DRA (Developmental Reading Assessment) Created three ability groups Created matrix of instructional sequence Assigned teacher to each group Six lessons conducted (2 lessons per week) Completed re-assessment Compared data Conclusions Know your learner: DRA (Developmental Reading Assessment) • gives broad, comprehensive assessment of literacy skills • deconstructed the data into 8 core competencies & created a literacy profile matrix - it shows each student’s relative ability on those 8 competencies rated in 4 categories: not yet meeting; minimally meeting; fully meeting; exceeding (as per provincial performance standards) - see matrix (next slide) • based upon these data, chose one core competency to focus on with an inclusive instructional program • chose “accurate retell” as core competency Literacy Profile Matrix • see attached document “literacy profile” Created three ability groups • in order to teach the same skill to students with wide range of competencies (differentiated instruction), we needed to group the students according to decoding and retelling skills based on DRA assessment • pre-assessment essential for success of differentiated instruction: in planning both lessons and learning resources • used literacy profile matrix: data used to inform the creation of ability groups (along with teacher judgment) • 3 groups created: low, medium, high (5 or 6 per group in primary) • ESL & students with special needs in all 3 groups based on literacy profile • classroom teacher, resource teacher Megan Zeni, School Based Support Team member each took one group for instructional sequence • option: classroom teacher could do this project independently, or with TL, EA, principal or other arrangement: time frame would vary depending on number of staff hours available Created matrix of instructional sequence • select reading materials from Nelson series for each reading group by ability: all ability levels are reading on same topic • Nelson teacher’s guide has explicit instructions on how to teach the chosen skill (retelling) in a series of lessons which build on each other as you progress through the lessons • chose 6 lessons • created a matrix of instructional sequence which shows for each lesson which book each group is using (see attached matrix): this will save time - not planning every day • 6 lessons were taught over a period of 3 weeks - able to do this because 3 teachers were involved - would take longer with less teacher time • materials are so well laid out that a replacement teacher can easily fill in and conduct the lesson with the group Conclusions • significant improvements in retelling skills in all three groups: in some students, an improvement of two to three reading levels • improvements were the result of direct, focused instruction • using appropriate, accessible materials meant that all students achieved some measure of success (including ESL students, learning resource supported students) • the assessment for learning piece was extremely important in setting the teaching/ learning objectives.