Differentiated Instruction: Literature Circles

1. Differentiated Instruction: Literature Circles EDU 610 Final Project

2. 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)

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. Books and Technology and Learning Styles…Oh 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.

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