Differentiated Instructional Strategies: For Writing in the Content Areas

Chapman, Carolyn; King, Rita

doi:10.4135/9781452219462

Cited by 12 publications

(14 citation statements)

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“…The students' mixed ability was the first challenge encountered by the participants in this study. According to Chapman and King (2003), a mixed-ability classroom consists of a group of students with differing levels of learning abilities, interests, and skills. Ansari (2013) adds that a mixed-ability class comprises not only learners with various capacities but also those that have a broad range of preferences and learning styles.…”

Section: Student-related Challengesmentioning

confidence: 99%

Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers

Khalisa

Mirizon²,

Eryansyah³

2022

VELES

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For novice EFL lecturers, the early years of teaching are quite challenging, as what they find ‘ideal’ in pre-service education is different from the realities of the classroom. The unfamiliar curriculum, limited supports from institutions, and socialization issues are general challenges for new lecturers. This study aimed to explore the voices of novice EFL Indonesian lecturers about the challenges faced and the strategies used in their early teaching experience. In this qualitative case study, the data were collected through interviews with four participants (novice EFL Indonesian lecturers). This study found that there were two major challenges that novice EFL lecturers faced in their early teaching experience, namely student-related challenges (students’ low proficiency in English, students’ negative learning attitude, students’ low critical thinking) and institution-related challenges (unavailability of suitable syllabus and high demand of the university to the teachers). In responding to student-related challenges, novice EFL lecturers employed some strategies such as grouping students into mixed-ability groups, adjusting the materials to the student’s level of proficiency, setting rules and consequences with students, and designing activities that promote critical thinking. In coping with institution-related challenges, these teachers collaborate with other English lecturers to develop a module and they consult with their coordinators to navigate the situation.

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Section: Student-related Challengesmentioning

confidence: 99%

Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers

Khalisa

Mirizon²,

Eryansyah³

2022

VELES

View full text Add to dashboard Cite

show abstract

“…Specific learning opportunities should be provided to the students according to their categorization. That way, all the students in a mixed-ability class can make progress in their learning (Chapman & King, 2008;Tomlinson, 2001). In one classroom, it can be composed of students with varied reading levels or lexical knowledge.…”

Section: Differentiated Instruction Meaning From Experts and Educatorsmentioning

confidence: 99%

“…To focus on struggling readers, Chapman and King (2009) suggested that it is important to identify struggles that readers may have in order to cope with them.…”

Section: Reading Strategiesmentioning

confidence: 99%

“…According to (Chapman & King, 2008), to create classrooms that provide more opportunities for students in terms of their needs and ability, maintaining a comfortable, accepting, and relaxed atmosphere is necessary. Without being pushed too much, all the students are motivated unconsciously.…”

Section: Introduction 11 Background Of the Studymentioning

confidence: 99%

“…Reading tasks usually consist of boring activities for students to complete, therefore, keeping them motivated is one of the keys to enhance successful readers. Self-efficacy is an internal motivation that can enhance a learner who used to believe in their inability to become a more competent learner (Chapman & King, 2009).…”

Section: Introduction 11 Background Of the Studymentioning

confidence: 99%

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The effects of differentiated reading instruction on reading comprehension and self-efficacy of undergraduate students

Cholsakorn¹

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This study examined the effects of differentiated reading instruction (DRI) on the reading comprehension and self-efficacy of undergraduate students. The study indicated their improvement in both areas after the intervention. Thirty-three students attending the course of English for Scientists were chosen for the study. The pre-test in reading comprehension and the self-efficacy questionnaire were administered before the intervention. The scores of the pre-test of reading comprehension were used to divide the students into two groups according to their level of reading proficiency: lower-proficiency level students and higher-proficiency level students. The post-test of reading comprehension and that of self-efficacy was administered after the course to measure the students’ improvement. The content, process and product were tiered to accommodate students’ learning in each group. To differentiate the content and process, the materials were tiered according to each group’s reading ability level. Intermediate-level students received the on-level texts while beginner-level students received the simplified texts. Scaffolding was also provided to the students to help their reading according to their proficiency. To differentiate the product or students’ performance, the criteria for assessing students’ presentation were also adjusted to suit the level of the students. The findings showed a significant improvement in both reading comprehension and self-efficacy, with more significant improvement in the lower-level proficiency group. The correlation coefficient suggested that there was no relationship between students’ reading comprehension and self-efficacy. However, the positive attitudes of students toward DRI were evidenced. Based on the study findings, it could be concluded that DRI could be effectively implemented to promote students’ reading comprehension and self-efficacy.

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A Pentagonal Pyramid Model for Differentiation in Literacy Instruction Across the Disciplines

Jang¹,

Henretty²,

Waymouth³

2018

J Adolescent & Adult Lit

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Differentiated Instructional Strategies: For Writing in the Content Areas

Cited by 12 publications

References 0 publications

Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers

Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers

The effects of differentiated reading instruction on reading comprehension and self-efficacy of undergraduate students

A Pentagonal Pyramid Model for Differentiation in Literacy Instruction Across the Disciplines

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