Differentiated Instruction: Literature Circles

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Differentiated Instruction Literature Circles

• EDU 610 Final Project

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Differentiating Instruction

• At its most basic level, differentiation
  instruction means shaking up what goes on in
  the classroom so that students have multiple
  options for taking in information, making sense
  of ideas, and expressing what they learn. (
  Tomlinson 2001, p. 1)
• A differentiated classroom provides different
  avenues to acquiring content, to processing or
  making sense of ideas, and to developing products
  so that each each student can learn effectively.
  (Tomlinson 2001, p.1)

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Literature Circles

• Literature Circles are student led discussion
  circles centered around a piece of literature.
• Literature Circles are a place for students to
  apply reading and writing skills.
• Literature Circles are structured around roles
  that students assign with in their groups.
• The roles are what help the students to examine
  and discuss a piece of literature.
• The roles allow students to find different
  avenues of learning.

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Literature Circle Roles

• Literature Circle roles can include but are not
  limited to
• Character Guide- Analyzes the use of character
  throughout the assigned reading.
• Literary Element Guide- Analyzes the use of
  different literary elements and what they add to
  the story.
• Connector- Connects what has been read to other
  works of literature, historical moments, moments
  in their own life.
• Illustrator- Illustrates segments of the reading
  to aide group understanding through pictures.
• Director- Is in charge of making sure the group
  is on task, that the discussion flows , etc.
• Students assign roles within their groups. Each
  group member must fulfill each role at least
  once.

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How a Literature Circle Works

• Students make a reading schedule for their book
  of choice based on the length of time they will
  have to finish the book.
• Students read the assigned pages for homework and
  work on their assigned role sheet.
• In class students meet in their groups to discuss
  what they have read. Their individual role sheets
  are conversation starters for the discussion.
• Students role sheets are collected for a grade.
• Note This is not the way every literature circle
  must be run. This is only an idea of what a
  typical literature circle might look like.
  Literature Circles are adjustable to classroom,
  student, and teacher need. They are also
  adjustable to content, process and product.

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Why Literature Circles are Great Tools for
Differentiating Instruction

• Literature Circles allow many different avenues
  of exploration which lead to learning.
• Literature Circles help to push the learner a
  little bit outside of his or her independence
  level.
• Literature Circles can be arranged by student
  interest or ability.
• Literature Circles can be differentiated by
  content or product.
• Literature Circles leave room for students to
  pursue different ways to make sense of ideas.

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Different Avenues of Exploration and Learning

• Students are able to lead the discussion of the
  book as well as work through applying the skills
  they have learned about reading and writing.
• Students pursue what is of interest to them in
  the book.
• The avenues of exploration of limitless when the
  students are the ones leading and participating
  in the discussion.

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Pushing Students (and teachers) a Bit Beyond

• Literature Circles push teachers a bit beyond
  their comfort level because not all students are
  reading the same book at the same time!
• But all students are applying the same skills (in
  different ways) and having meaningful discussions
  about literature.
• Literature Circles push students a bit beyond
  their comfort level because it is requiring them
  to be more independent.
• There is not teacher telling a students why a
  character is acting a certain way instead there
  is a group of students exploring why a certain
  character is acting the way that they are. There
  is meaningful discussion, practice of analytical
  skills, and the building of life long learners.

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Interest vs. Ability

• Literature Circles are great because they can
  group students by interest, ability or both.
• Example 1 The curriculum calls for student to
  read an 18th century novel. The teacher book
  talks the five choices for 18th century novels
  and students write down the top three they are
  interested in. Literature Circles are then
  created around those top three choices.
• Example 2 One group of struggling readers has
  chosen Dracula (not the best for struggling
  readers since it jumps from narrator to narrator
  and is a collection of journals, newspaper
  articles and letters) This group can be given an
  abridged version or an audio tape to listen to in
  the library.

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Content, Process and Product

• Literature Circles are good for differentiating
  content because the choice of books is limitless
  and can be geared to student interest or
  ability.
• Literature Circles can easily be flexible towards
  process because process is all about how students
  make sense of ideas and information. Literature
  Circles are a good way for students to explore
  multiple avenues of making sense of ideas and
  information.
• Literature Circles are great for differentiating
  product because each group can create an end
  product that is suited to their learning styles.

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Books and Technology and Learning StylesOh My!

• Literature Circles are a great tool to get
  students reading! We need to teacher students to
  be life long readers.
• Technology can be incorporated through book
  choice (reading book reviews to pick a book,
  researching authors, etc. )
• Multiple Intelligences and Learning Styles come
  into play when working through the book with role
  sheets and when putting together a final
  assessment on the book for students. Teachers can
  gear choices to the different intelligences.

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References

• Tomlinson, C.A. (2001). How to differentiate
  instruction in mixed-ability classrooms.
  Alexandria, VA Association for Supervision and
  Curriculum Development.