WHAT
These four students were additionally on four different Individualized Education Plans where they qualified for specialized support in four separate academic and behavioral areas. Various instructional strategies were implemented based on student needs. Some of these instructional strategies included goal setting, one on one relationship building conversations, accountability tasks, providing choice, additional resource or small group instruction, guided notebooks, and extrinsic motivators.
HOW
In order to meet the diverse needs of each student, I based my instruction off of my observations, previous state wide test scores, and the personal goals of my students. One way I enhanced individual student learning was by promoting choice during independent reading time. This was a time when students were allowed to choose their own book to read for about fifteen to thirty minutes, depending on the day. During this time, I would have one on one conversations with students tailored to their needs or inquiring about the book they were reading. I also had a paired accountability assignment where students could pick a task to complete during their independent reading time to show me that they were engaged in their reading. Additional differentiated instruction was provided to all four of my specific learners based off of their needs indicated on the Individualized Education Program. These interventions focused on students getting structured, tailored instruction based off of their individual academic needs and goals.
For example, one of my learners was not motivated at all to engage in independent reading unless it was centered around sports. For this student, I created an alternative accountability task where they were to research a topic of their choice by reading online articles, web pages, or statistics. This student then created a powerpoint compiling all of the information that was collected in order to inform me, a non-expert on the topic. Once the powerpoint was shared with me, this student and I communicated back and forth through comments on the powerpoint. This allowed me to prompt further research, but also establish a connection with the student over something they liked and enjoyed.
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With another student who lacked motivation and the ability to stick with a book for an extended period of time, I formed a one-on-one book club. This was a book club with just me and this student where we shared the same book and held each other accountable. The student would set a goal with me at the beginning of the week with how far they wanted to get int he book by the weekend. On Fridays, I would take the book home and read up until the section that student stopped. On Mondays, during independent reading time, the student and I discussed the parts of the book we read. We repeated the cycle of setting a goal and holding each other accountable to do our part each week.
WHY
In my lit review, I found research that supported the goal setting and accountability tasks as motivators that would increase engagement and achievement, especially in reading. Goal setting holds students accountable, but additionally gives them something personal to work toward. When students have something they want to accomplish and make that goal for themselves, they are more inclined to put in the work to achieve that goal because it is something they created for themselves. Relationship building was another primary factor in fostering student engagement and self-confidence. Research also found that students are more willing to take risks when they feel they have a solid relationship with their teacher. Research shows that extrinsic motivators, or tangible rewards, give students something tangible to work toward until they find ways to become intrinsically motivated. Guided notebooks were another way to structure note taking and focus. They additionally promoted accountability and organization for learning.