SMALL-GROUP DIFFERENTIATED LITERACY INSTRUCTION IN PRACTICE In the remaining sections of this paper, we integrate summaries of research evidence into guidance about practical considerations when designing small-group differentiated literacy instruction. We identify key considerations for small-group instruction, including (a) using assessment to guide instruction, (b) grouping students and incorporating flexibility into grouping, (c) differentiating lesson content, (d) providing scaffolding and feedback during small-group instruction, and (e) thinking through small-group instruction structures and routines. USING ASSESSMENT TO GUIDE INSTRUCTION Research shows that small-group instruction is more effective when data helps inform lesson content (i.e., to develop lessons that build on students’ shared strengths and/ or address areas of weakness), the composition of student groups, and adjustments to instruction based on students’ instructional response or progress over time (Schildkamp et al., 2013). Instruction guided by assessments has been shown to raise the quality of instruction and improve student outcomes (Al Otaida et al., 2014; Connor et al., 2013; Graue et al., 2017; Gatlin-Nash et al., 2021; Peterson et al., 2016). At the same time, assessment is an expensive endeavor, not only in terms of the costs associated with purchasing tests and collecting data, but also when considering instructional time lost (Barrett et al., 2023). Time devoted to assessment reduces the amount of time for instruction. In addition, administering and scoring assessments impacts the time teachers have available to plan for and deliver instruction (Barrett et al., 2023). Therefore, to ensure that assessment has a net positive impact on student learning, it is important to make assessments “count,” by considering: 1) the domains of literacy that should be measured, 2) the best ways to measure student knowledge/ skill within each domain, and 3) other factors that can help maximize the benefits of assessment.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 8
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