Section 4: Knowledge of Literacy Instruction and Assessment

Using Data to Differentiate Instruction

• More than one element and/or material is used.
• Students use different methods to learn.
• Tasks and learning objectives need to be aligned.
• Teachers should focus on the standards that need to be learned, adjusting the difficulty to meet the needs of a variety of learners.
• Several elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently the manner in which students gain access to important learning. Access to the content is seen as key.
• Align tasks and objectives to learning goals. Designers of differentiated instruction determine as essential the alignment of tasks with instructional goals and objectives. Goals are most frequently assessed by many high-stakes tests at the state level and frequently administered standardized measures. Objectives are frequently written in incremental steps, resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels.
• Instruction is concept-focused and principle-driven. The instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles, and skills that students should learn. The content of instruction should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.