Translational methods from basal instruction to a differentiated pedagogical system - Essay Example

? AN INTRODUCTION TO BASAL INSTRUCTION METHODS There is a movement underway in many school systems to complete the transition away from basal readingprograms and more towards systems of instruction that facilitate an organic growth of reading-comprehension based on texts written to be read. Most purely basal texts are written for the purpose of teaching reading, which creates a separation from the reality of what people read, why they read it, and the natural flow of literature. Basal and purely literature-based reading instruction programs assume that acquiring reading fluency depends upon the comprehension and and exercising of individual, component skills that combine mechanistically to create an understanding of written language. This technological perspective can be challenged by more recent, reliable theoretical models of literacy holistic education that denies the validity of skill components. The purpose of reading and the context of the passage must be included in the education process. Dissatisfaction with basal programs has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998) In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs. A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal. Newer theories that question the basis of basal instruction dispense with the grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic. The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions. Some researchers make the argument that the basal texts themselves should never have been utilized as the entire reading program. In essence, they have always been - since the earliest days of the McGuffey Readers, a workbook/textbook for reading. The dominance of basal-trained readers has prompted much of the investigation into the efficacy of such programs, and ways to transition beyond them. (Shannon & Goodman, 1994) DIFFERENTIATED INSTRUCTION It is apparent to most all educators that not all students think alike. From this knowledge, differentiated instruction strategies facilitate an approach to teaching and learning that opens multiple options for students in the acquisition of information and a thorough comprehension of ideas. Differentiated instruction is a pedagogical theory resulting from the premise of varied instructional approaches incorporated into the classroom to meet the needs of diverse students; both in terms of communal/cultural origin and neurobiological aptitudes. (Tomlinson, 2001). These ideas become a viable alternative to meta-literary classroom-only texts typified under Basal Instruction. This is the method that seeks to verify that the learning the student receives is an individual match for that students level of achievement, in terms of readiness levels, progress, interests, and method of knowledge absorption. Differentiation is based upon the theory that important differences exist between pupils, how they learn, preferences for gaining information, and personal interests. (Anderson, 2007). Research suggests that large segments of the emotional or social difficulties experienced by 'gifted' students under standardized, identical teaching regimes disappear in an educational atmosphere that is adapted to their progress level and pace of learning."(Neihart, 2002) A differentiation curriculum can also provide opportunities for a student to demonstrate that they have achieved mastery of a particular concept. And it need not always be a matter of a multiple-choice test; expressions of visual or performance art could be tailored to the subject matter at hand, not to mention written research essays, visual diagrams, etc. A system of differentiated instruction requires teacher flexibility in their approach to classroom instruction as well as adjustments in the curriculum and presentation of material to learners, rather than demanding students to modify themselves for the curriculum. Students needs are considered central to the strategy, with acknowledgment of cultural, and individual distinctions that might have simply been labeled 'bad behavior' in years past, under basal systems. Under a differentiated curriculum strategy, the instructor will create a proactive plan tailored to the class, the individual needs of students, employing a range of instructional techniques so as to effectively promote worthwhile learning experiences which are better balanced to class needs than a 'one-size-fits-all' basal premise. Theoretical support for differentiated strategies can be found in the works of Howard Gardner, as they pertain to the theory of multiple intelligences. Essentially, people not only learn at different rates, but various intellectual tasks that might seem superficially related may be processed very differently by the brain. This means that certain pupils will exhibit an ability to absorb the same information using different learning strategies. It becomes conceivable that a child capable of rapid memorization of letters, numbers, and pre-written tables may possess less functional, adaptive ability to solve problems, compared with a deeper-thinking child that may seem 'slower'. (Gardner, 1999) By absorbing information in different ways, certain standardized testing methods may favor some learners over others, without getting to the root of comprehension. Tested psychological models of this sort can be useful for educators seeking to transition to a pedagogy more sensitive to individual talents of pupils, towards a strategy that allows all students to grow into their fullest potential. NEW MATERIALS/CURRICULUM Obviously, fewer of the static, stilted workbooks and tables that adhere rigorously to a particular grade-level. However, due to district budgetary constraints, it is rarely possible or efficient to immediately replace the entirety of class reading materials the moment a new theory emerges. During the first year in which a commitment to differentiated instruction is mandated; the purpose of older, basal texts will end, but ideally should still be used in a supplementary capacity. A central criticism of the structured, component-based methods of the past is that these reading texts do not resemble anything that real people in the real world would ever read. Based on the older materials that the district already possesses, actual literature should be acquired in the first year as a 'dose of reality' to supplement the reading-workbook texts, this should be the primary focus of the first year of transition away from Basal. A strategy of reading-texts, both old and new are story-problems and educational passages which themselves provide educational content; higher-level material doesn't simply have to encapsulate the mundane for literacy lessons; a particular passage could discuss scientific topics, or issues of social studies. Should the older texts contain an example passage that was hypothetically discussing a field guide to plant life; one might supplement the lesson with a real guidebook intended for actual, outdoors use; as a way to familiarize students with the realities of purposeful literature, and to make the basal material more 'real'. Breaking up the lesson like this may also provide opportunities for students with different kinds of intelligence acquisition to experience the lesson in a variety of ways, thus permitting the greatest opportunity for learning for the largest number of pupils. This trend should continue over the second and third year. At the end of the process, the district may consider retaining a small number of basal materials in a strictly limited capacity; perhaps for learning the intricacies of grammatical species. PROFESSIONAL DEVELOPMENT Considerable research has been conducted that can shed light on the benefits of focusing professional development strategies on specific curriculum. Focusing teacher-training on subjects they will actually be teaching is more efficient, and would be useful towards preparing teachers to make a transition from older styles. In this case, reading teachers can be tasked with the latest knowledge concerning differential methods and multiple-intelligence theory. As stated above, older programs have come under fire for being too remote when compared with real literature, and the real reasons for which people do read. Teacher improvement programs are given the best possible odds of success when they become tailored to the actual realities of the classroom; in a way that is more practical than abstract.; as will be demonstrated by current research. While administrators can invent policies propounding the benefits of ongoing teacher development; A study by Cohen and Hill found that actual compliance to the recommendations among teachers is greater when the instruction focused directly on the curriculum they would be teaching. Curriculum-relevant training and workshops were eagerly embraced by educators. Assessments of the teachers themselves also benefited. (Cohen & Hill, 2001) In terms of professional development, a vital process of ongoing improvement for educators, a critical component will be to familiarize instructors with our best theoretical understanding the the ways in which students internalize information; both towards the purpose of providing superior instruction to the widest selection of pupils, and of course towards overcoming learning obstacles. Teachers should be taught about the intellectual dynamics of student learning and how pupils internalize curriculum. A study by Kennedy discovered that tailoring the nature of development to specific realities of classroom conditions is essential, as well as enhancing teachers' actual knowledge of specific content. (Kennedy, 1997) While Gardner's theories may not be considered definitive by all intellectuals, they are arguably an excellent starting point to broaden the understanding of teaching professionals on a variety of strategies. Thus, changes to professional development training through all the transitional years should include an understanding of the known categories of multiple intelligence, though logically would not be limited to these categories: Bodily/Kinesthetic: Timing, reflexes, and the motion of the body in 3-dimensional space. Useful for athletes, pilots, or surgeons. Intrapersonal: Self-knowledge and introspection; useful for rhetoric and philosophy; important for lawyers, writers, psychologists, or theologians. Existential: Contemplation of remote phenomenon, an understanding of the deep workings of natural or cosmic forces beyond normal sensory data. Useful for scientists, shamans, or certain mathematicians. Interpersonal: Interaction with others, charisma. The ability to easily relate to the motivations and temperaments of others. Useful for teachers, social workers, politicians, and salespersons. Linguistic: Language-comprehension and verbal intelligence. Facility with words and dates, excellent verbal recall. Useful for writers, lecturers, and those learning foreign languages. Logical-Mathematical: Facility with numerical figures and abstractions. Not purely centered on hard mathematics, but these individuals also possess deep reasoning abilities involving abstract concepts, as well as the ability to perform complex calculations. Correlates highly with traditional IQ. Tests. Useful for scientists and mathematicians. Spatial: The ability to construct representations of objects and constructs in the mind. Facility with puzzles. Useful for artists, and architects. Naturalistic: The proverbial 'green thumb'. A nurturing sensitivity useful for gardeners, or farmers. (Slavin, 2008) Most traditional tests focus upon logical and linguistic intelligence, an approach likely to ignore the valid talents possessed by other students with different forms of intelligence. Teachers undergoing professional development should undergo training that increases their exposure to a wider range of activities suited for the classroom. Ideally hands-on options that will allow more opportunities for spatial, or kinesthetic learners. Creating posters, or dioramas that illustrate technical concepts would be a viable option that would engage students with a wider variety of talents. Over the three transitional years, teachers should not only be familiarized with these varying intellectual talents, but be exposed to increasingly complex alternative assignment-possibilities to be weighed for inclusion in their own classes. Professional Development is widely acknowledged as an essential component of quality education, and should not be regarded merely as a rare luxury; but depending upon the needs of the district, it may rarely be possible to remove teachers from the classroom to attend a specialized conference that might engage them in rarefied, new techniques. Administrators may wish to consider a system of in-class coaching to assist with transitions to more diverse curriculum. A possibility would be to acquire a subject-matter expert with an education background to come in and give a special lesson. Possibly another teacher with a successful track-record, or perhaps an individual from the community that could give a short presentation on a topic relating to a current unit. Perhaps a park ranger with experience handling children could give a supportive lesson on wildlife; which while informative to the class; would also expose the teacher to new activity-options that could be useful later. Another example might be to supplement an astronomy lesson with a short talk by a local, amateur astronomer. Should another teacher be involved, it will also be important to not create an environment in which the regular teacher's authority or credibility is challenged. Over the course of a three-year program that is intended to include in-class coaching; ideally the pattern would be a reversal of prior transitional items. Rather than easing into the change gradually; over the course of three years, a competent teacher should require less coaching, rather than more. Initially, such programs should be weighted in the first year, and then taper off. While it is imperative that all teachers make an effort to continuously improve through the process of professional development, ongoing coaching may prove redundant in the long-term. An effective PD program should be devised that permits teachers to grow in expertise on their own merit, without a persistent need for outside intervention. REFERENCES Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54. CELT, 1991. Revised, 1998. Basal Reading Programs, Literature-Based Reading Programs, and Literature Programs. A project sponsored by the Center for the Expansion of Language and Thinking (CELT), c/o CED, 325 E. Southern, Tempe, AZ 85282. CELT Cohen, D.K., Hill, H.C. (2001). Learning Policy: When State Education Reform Works. New Haven, CT: Yale University Press. Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books. Kennedy, M. (1997). Defining Optimal Knowledge for Teaching Science and Mathematics (Research Monograph 10). Madison, WI: National Institute for Science Education, University of Wisconsin. Neihart, Maureen ed., with Reis, Sally; Robinson, Nancy; and Moon, Sidney, (2002). The Social and Emotional Development of Gifted Children: What Do We Know? National Association of Gifted Children (Prufrock Press, Inc.). p. 286 Shannon, P., & Goodman, K. (1994). Basal readers: A second look. Katonah, NY: Richard C. Owen. Slavin, Robert. 2008. Educational Psychology: Theory and Practice (9th Edition) p.117. Allyn & Bacon Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD. Read More