Differentiated Instructional Strategies for Writing in the Content Areas


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Before beginning instruction, teachers should do three things:. Teachers incorporate different instructional strategies based on the assessed needs of their students. Throughout a unit of study, teachers should assess students on a regular basis. This assessment can be formal, but is often informal and can include taking anecdotal notes on student progress, examining students' work, and asking the student questions about his or her understanding of the topic.

The results of the assessment could then be used to drive further instruction. The chart below offers a variety of strategies that can be used. The article discusses differentiation as it applies to the general education classroom. The Enhancing Learning with Technology site provides explanations for various differentiation strategies.

Hall, T.

Differentiated teaching explained: Adjusting content, process and product

Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Tomlinson , C. How to differentiate instruction in mixed-ability classrooms. I was surprised that Reading Rockets has published instructional recommendations relating to learning styles. I enjoyed reading this article on differentiation.

Differentiated Instruction: What You Need to Know

It gave a detailed, yet concise, explanation and overview of how to use differentiation in the classroom and the multiple strategies educators can use to make sure activities and lessons are differentiated to meet the needs of all learners. This was very helpful for me, because like many educators, I struggle to differentiate at the level my students most need it. I am continuously trying to improve in this area! I like that chart that provides an easy way to look at each strategy and the examples provided are very beneficial.

I found this article to be very interesting.

For example, my students who have mastered writing a paragraph on topic can be introduced to reference books as an aid for writing. I also like the idea of grouping students based on interest in a topic. The school district that I teach in uses Writer's Workshop for our writing. The choice board is something that I use in my classroom, along with Compacting and Tiered assignments. This article was very informative. I think that the strategies for differentiating writing would work really well in a writing workshop format.

This is especially true of the learning contracts and choice board strategies which allow student choice and more independence. Using this approach would also allow me to work with struggling writers in a one-on-one approach that would provide opportunities to develop essential writing skills that other students might already have mastery of. Differentiated instruction in writing can provide students with opportunities to have successful writing experiences using their own interests and talents to guide instruction.

Differentiated Instruction for Writing

Using tiered assignments allows students to work on specific skills within a skill level they can have success in while creating a product. Interest Centers can provide students with practice in the writing process while exploring things they are interested in. This can be so motivating to reluctant writers. I have incorporated this in dialogue journals during intervention groups.


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This article did a great job explaining each differentiated strategy through example. In writing, I think the 'interest groups' strategy would work well especially when students are writing persuasive or informational articles. Implementing 'compacting' in writing should go well when conferencing with small groups.

I also think incorporating 'tiered assignments' would work well in writing. Several times I've expected my more advanced writers to compose several paragraphs on several topics on a researched paper. For my other students I might ask that they provide four paragraphs on only one topic researched. When I was a classroom teacher, I discussed with my students the expectations I had for them to master a skill.

After reading the article, I would like to try Learning Contracts with my students. It would allow my students to be aware of the learning objective while also providing them with expectations for the assignment. Choice boards would also be useful in differentiating instruction in the co-taught classrooms I teach in. All of the choices could be centered on a particular skill yet offer activities to several different learning styles.

This article is very helpful in differentiating instruction in writing. I have not had any real classroom experience with differentiated instruction with writing, but will use some of the suggestions during centers. This is another great article on differentiated instruction. Writing is harder for me because I mainly do this whole group.

I do have some students who only write a few words instead of sentences. I also have a student who traces over highlighted words that I have written for her. I allow extra time as well for her writing. I enjoyed reading this article. There were many great ideas on how to differentiate in writing.

I plan to be using some of those in my classroom. I differentiate daily in my co-teaching classroom. The students are doing the grade level work; however I have to sometimes pull out my students to work at a slower pace with them or to review and do more practice.

Kagan Catalog - Differentiated Instruction

I found this article very informative. All rights reserved. Workshops Catalog.


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    What differentiated instruction means

    Planning for Individual Needs. Writing Strategies. Writing From A to Z. Effective Assessment Tools. Margarete Couture, Principal. Barb Keating, Principal. Steve Knobl, Principal. Jerome Middle School, ID. Becky J.

    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas
    Differentiated Instructional Strategies for Writing in the Content Areas Differentiated Instructional Strategies for Writing in the Content Areas

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