LE 3 Differentiation and Motivation

Reading Specialist Summer 2014

Every student can learn, just not on the same day, or the same way. George Evans

Getting things done is not always what is most important. There is value in allowing others to learn, even if the task is not accomplished as quickly, efficiently or effectively. R. D. Clyde

To know how to suggest is the great art of teaching. To attain it we must be able to guess what will interest: we must learn to read the childish soul as we might a piece of music. Then, by simply changing the key, we keep up the attraction and vary the song. Henri Frederic Amiel

Differentiated Instruction Ideas

  • involves being skilled at recognizing student needs
  • focus on small changes (to integrate DI strategies)
  • students need success at tasks that are challenging and interesting
  • teacher praise for small success breeds more success
  • The most important resource is you—remember to be flexible
  • there is a difference between accommodating and enabling
  • DI is a central to good teaching
  • assessment is the root system of differentiation
  • DI is flexible problem-solving.
  • Every student has the potential to learn to read.
  • keep trying different approaches and monitor and reflect on what is working and what isn't
  • flexible groups, flexible programming
  • necessary for some, beneficial for all
  • content, process, product, environment
  • high readers need time and support as well
  • choice
  • variety of reading materials
  • choice in ways to demonstrate reading
  • open-ended, meaningful tasks
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Daniel Pink-Drive: The Surprising Truth About What Motivates Us

RSA Animate - Drive: The surprising truth about what motivates us

Key Ideas about Motivation

The more you read, the more motivated you are to read

Beliefs, values, and goals are very important for motivation.


· Can I succeed? Students must feel there is a possibility of reading success (positive reading self-concept). If student perceives failure is the only option they will give up or avoid reading

· Do I want to succeed and why? Engagement in reading means the student sees value in the task or activity and if so, they will seek opportunities to do so

· What do I need to do to succeed? Students need to seek strategies and skills will help them

· Cultivate the skill and the will to read

· students’ levels of reading motivation vary and we must consider this: build on student interest, provide texts that focus on this interest, tasks that allow this

· the more proximal the reward to the desired behaviour, the closer it would be to intrinsic motivation (if you have to use a reward at all)

· open tasks: 6 Cs-choice, control, challenge, collaboration, constructive comprehension, consequences

· authentic choices and purposes for reading

· allowing students to modify tasks

· self-monitoring

· encouraging collaboration

· emphasizing strategies that support the construction of meaning

· 3-tiered lesson model

· personalizing instruction

· search and retrieving answers

· increases in literacy engagement correlated with increases with motivation

· literacy learning and real world opportunities

· multi-literacies

Classroom Contexts

· access

· agency

· community

· Instructor's enthusiasm

· Relevance of the material

· Organization of the program

· Appropriate difficulty level of the material

· Active involvement of students