Multi-Level Literacy Instruction For Inclusive Teaching MICHIGAN READING ASSOCIATION 2002 Multi-level Instruction Teaching Children with Vastly Different.

Multi-level Instruction

Teaching Children with Vastly DifferentAbilities Together Well.

Nancy CreechMichael PetersonTanya Sharon

Why Multi-levelInstruction?

One level instruction doesn’t work -- 3-7 grade levels

in every class. Welcoming segregated

students back to our classes as inclusive teachers

Building on and expanding whole language theory and practice

Building political alliances in an uncertain time

MANAGING DIFFERING MANAGING DIFFERING

ABILITY LEVELS in CLASSROOMSABILITY LEVELS in CLASSROOMS

• One size fits all <-> Segregation• Stable ability group • Pull out / pull aside -- at the

side or back of the class. • Adapting curriculum. Individual adaptations of teaching approach or modification of expectations.

• Differentiated instruction.• Multi-level teaching Learning activities allow children at different levels to learn together.

Best

Students of very different Students of very different abilities levelsabilities levels

Learn at their own level of Learn at their own level of challengechallenge

With support and guidanceWith support and guidance Through authentic learning Through authentic learning

activitiesactivities In heterogeneous groupsIn heterogeneous groups Without stable ability Without stable ability

groupinggrouping

What is . . . Authentic Multi-level Instruction

1. Authentic learning. 2. Multiple levels. 3. Scaffolding. 4. Higher order thinking. 5. Inclusive,

heterogeneous grouping.

6. Integrated skill learning.

7. Focus on meaning and function.

8. Multi-modal. 9. Building on the

strengths of children.10. Fostering respect. 11. Student interests,

choices, power, and voice.

12. Collaborative learning. 13. Reflection.14. Growth and effort-

based evaluation.

PRINCIPLES OF AUTHENTIC, MULTI-LEVEL INSTRUCTION

GROUPING IN A MULTI-LEVEL

CLASSROOM Heterogeneous, inclusive groupingHeterogeneous, inclusive grouping Interests, friendships, self-selected Interests, friendships, self-selected

‘just right’ work‘just right’ work Ability grouping -- coping with the Ability grouping -- coping with the

dangersdangers No ongoing, stable ability groupsNo ongoing, stable ability groups Specific short-term skill needs -- mini-Specific short-term skill needs -- mini-

lessonslessons Vary compositions often, dailyVary compositions often, daily Based on choice of children (shifting power)Based on choice of children (shifting power)

Personal best and ‘just right’ work Individual student goals Reading and writing workshop. Individualized spelling lists. Partner reading / writing Authentic homework projects – eg.

project on the hero of a family member.

Publishing student work Personal museums

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction

1. Individual learning activities with materials, resources,

and expected output at different levels of ability

Thematic unit Workshop projects linking literacy,

science, math, social studies – eg. studying local community – writing, interviewing, building model of historical community, making play.

Dramatic play of reading / writing Whole class learning project – eg.

class hatching chickens, studying and discussing their behavior, taking roles in their care.

Collaborative exploration of topic of study.

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction

2. Projects and activities that allow roles at differing levels of complexity and ability

Morning meeting & message Read aloud Choral reading Sharing chair

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction 3. Whole group activities that allow processing &

understanding with needed scaffolding at differing ability levels

Comprehension aids – story maps, webs, etc.

Student experts Mini-lessons Student conferences

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction

4. Structures that provide for specific skill development without stable ability grouping.

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction

5. Technology that expands the capacity of all learners.

Internet. Graphics, word processors, more. Talking software. Voice command writing. Communication devices. Adapted computer input and output. Specialized switches. And more.

A living laboratory on the interaction of technology and human capability.

Strategies for Strategies for Authentic Multi-level InstructionAuthentic Multi-level Instruction

6. Assessment and evaluation that centers on teaching and learning.

Competency assessments observations, performance and work sample assessments

Portfolios Self-assessment Publishing student work Student-led conferences Multi-modal demonstrations of learning –

story, illustration, skit, song, poem, etc.

Focus on effort, goals, growth

AUTHENTIC MULTI-LEVELINSTRUCTION

Bringing excellence & equity,Ethnic and disability diversity,

Academic learning & community

. . . Together.

MEANING focus with MEANING focus with skills imbeddedskills imbedded

Morning messageMorning message Literacy centersLiteracy centers Reading & writing Reading & writing

workshop.workshop. Word and sound mini-Word and sound mini-

lessons.lessons. Conferencing.Conferencing. Student-led conferences.Student-led conferences.

SKILLS / FACTS focus SKILLS / FACTS focus Direct instruction -- Direct instruction --

phonemic awareness & phonemic awareness & phonics. phonics.

Fill in blank worksheets.Fill in blank worksheets. Lecture, text, multiple Lecture, text, multiple

choice testschoice tests

Heterogeneous - AbilityGrouping

Instruction & Grouping

1. Design Teaching for Diverse Learners

3. Evaluate and ReviseTeaching

DESIGNING INSTRUCTION FOR DESIGNING INSTRUCTION FOR DIVERSE LEARNERSDIVERSE LEARNERS

2. Adapt &And Modify Teaching

ACADEMIC

Cognitive growth anddevelopment

SOCIAL-EMOTIONAL

Relationships,Community, & Behavioral

Challenges

PHYSICAL

The LearningEnvironment

DESIGN FORDIVERSITY

Authentic instructionProject learningMicro-societyMultiple intelligencesMulti-level Lessons

Build communityPromote caringEncourage friendships.Teach social skills and

“emotionalintelligence”

Heterogeneousgrouping.

Space for wheelchairsUse multiple learning

modalities Authentic teaching

space designed for.ADAPT Advanced projects

Reduce difficulty.Use drama to teach

social studies.Provide additional help

and support.Read stories to students

with readingdifficulties.

Identify interests.Understand needs &

communication.Provide positive

alternatives.Peer support.Circles of friends.

Talking computer for ablind student.

Rearrange books sostudent in wheelchaircan reach them.

Spaces to choose to bealone or get help

EVALUATE &REVISE

Read stories to allstudents.

Incorporate drama andart in all subjects.

Use circles of friends tobuild community.

Use talking computersfor all students.

Multiple Levels Of Learning Goals and ActivitiesExample from “Going to the Extremes” – Jason Project

Learning GoalsLearn . . .

Multi-level roles in the learningactivity. Do . . .

Level 3.Teamwork and leadership skillsMeasurementMethods to record multiple dataCompare results of data from twodifferent sourcesDevelop an analysis report.

Level 3.Leadership in organizing the team and solvingproblems.Recording data.Helping the team to compare their results withthe scientist.Writing an analysis report.

Level 2.Learn how to work as a team,plant seeds,record growth, andwrite simple conclusions.

Level 2.Plant seedsRecord plant growthDescribe conclusions in journal.

Level 1.Help set up materials,work in a team, anddo basic recording of the responses ofthe plant.

Level 1.Help set up materials.Draw picture of plant each day.

Strategies For Multi-Level Teaching

LITERACY SCIENCE MATH SOCIALSTUDIES

Choice of booksat different levels.

Buddy reading.

Read-alouds.

Individual writinggoals.

Stick-figuredrawing to writea story line

Individual spellinglists.

Writing poetry

Experiments withdifferent group rolesidentified.

Note-taking bygraphic organizerslike webbing

Informationalreading at manylevels.

Heterogeneous workgroups help eachother withassignments

Math games

Learning groupsbased on studentinterest andreadiness.

Math projects withmultiple types oftasks and levels tochoose from.

Whole class interestrelated communityprojects.

Heterogeneouspractice groups

Projects that allowstudents differentroles.

Dramatic role-play ofsocial and historicalsituations.

Write songs, poems,stories, etc. that showlearning.

Involve local peoplewith interviews,visits, and projects.

q Art to convey meaning.q Choice of inquiry project at differing

ability levels.q Partial participation in learning

activities.q Cooperative learning groups (with

differing levels of activities tocontribute to the total group).

q Support and scaffolding to provideassistance in completing activitiesnot possible independently.

q Student-led portfolio conferences.q Pair-Share informationq Heterogeneous partners for projects.q Students choose own topics within

broader theme

Examples of Authentic Multi-level Teaching

TEACHING STRATEGIESFor Authentic Multi-level Teaching

1. Integrative, thematic units.

2. Classroom workshop.

3. Authentic learning experiences.

4. Small group activities.

5. Representing to learn

6. Reflective assessment.

RubricsRubrics Competency-based Competency-based

assessmentassessment Student self and peer Student self and peer

assessmentassessment Student-led Student-led

conferencesconferences Grading: Effort and Grading: Effort and

growthgrowth

EVALUATION & ASSESSMENT

Building Community to Learn Morning greeting and meetingMorning greeting and meeting Classroom meetingsClassroom meetings Student expertsStudent experts Jobs for allJobs for all Mini-lessonsMini-lessons Collaborative learningCollaborative learning Peer buddiesPeer buddies Circle of friendsCircle of friends Community building gamesCommunity building games Teach and model respect for Teach and model respect for

differencesdifferences

Empower citizens in a democracy

Include all: all children learn in regular classes together across culture, ethnicity, language, ability, sex, & age.

Authentic, multi-level instruction: teach connected to real, meaningful activities at multiple levels of ability.

Build community & support learning: build community and mutual support in the classroom and school.

Use specialized resources (special education, Title I) to support students, parents, and teachers.

Partner: build real collaboration within the school and with families & community

Whole SchoolingFIVE PRINCIPLES for School Renewal

Macarthur Elementary