2.2 strategies to support students’ differentiated learning needs and cultural/linguistic backgrounds, including, but not limited to, technology-based practices, tutoring, collaborative teaching, instruction in study skills/strategies, reading for purpose, content reading strategies, etc.
The strategies used to teach reading depend on the students’ differentiated learning needs and cultural/linguistic backgrounds. There are many different strategies to choose from and in order to choose the most effective one, a teacher must get to know the students and be aware of the different backgrounds they come from. The students’ schema and prior experiences must be taken into consideration so that they have something to connect the new information to. Because each student has a slightly different background, they will often also have different learning needs. A teacher should have knowledge of multiple strategies for teaching reading so they can match the student with a strategy that is appropriate for them. There are also multiple strategies that can be used to teach different things such as comprehension strategies or content reading strategies. The characteristics of the learner, along with the purpose of instruction must be taken into consideration when choosing a strategy that supports different learning needs.
The first artifact that I’ve chosen to show how I support differentiated learning needs and backgrounds is an annotation of chapter 4 of Mosaic of Thought by Keene & Zimmerman (2007). This chapter was focused on schema and prior knowledge which is the foundation of differentiated learning. If lessons are being planned based on a learner’s needs, then the first thing that needs to be determined is what background knowledge a student already has. Once this is determined, then the appropriate strategies can be chosen. Another artifact that demonstrates my knowledge of different strategies is a short write-up that I did for a miscue analysis class. After working with a student multiple times, I chose strategies from Reading Miscue Inventory by Goodman and described why I would use them with this reader. These strategies were chosen based on the student’s background and learning needs.
The strategies used to teach reading depend on the students’ differentiated learning needs and cultural/linguistic backgrounds. There are many different strategies to choose from and in order to choose the most effective one, a teacher must get to know the students and be aware of the different backgrounds they come from. The students’ schema and prior experiences must be taken into consideration so that they have something to connect the new information to. Because each student has a slightly different background, they will often also have different learning needs. A teacher should have knowledge of multiple strategies for teaching reading so they can match the student with a strategy that is appropriate for them. There are also multiple strategies that can be used to teach different things such as comprehension strategies or content reading strategies. The characteristics of the learner, along with the purpose of instruction must be taken into consideration when choosing a strategy that supports different learning needs.
The first artifact that I’ve chosen to show how I support differentiated learning needs and backgrounds is an annotation of chapter 4 of Mosaic of Thought by Keene & Zimmerman (2007). This chapter was focused on schema and prior knowledge which is the foundation of differentiated learning. If lessons are being planned based on a learner’s needs, then the first thing that needs to be determined is what background knowledge a student already has. Once this is determined, then the appropriate strategies can be chosen. Another artifact that demonstrates my knowledge of different strategies is a short write-up that I did for a miscue analysis class. After working with a student multiple times, I chose strategies from Reading Miscue Inventory by Goodman and described why I would use them with this reader. These strategies were chosen based on the student’s background and learning needs.