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juliebwise
juliebwise
Beverly Tyner
Jun 12 2011, 10:14 PM EDT | Post edited: Jun 12 2011, 10:14 PM EDT
How does a differentiating instructional delivery model change your instruction and intervention? Do you find this valuable?    
mandywolfe
mandywolfe
1. RE: Beverly Tyner
Jun 22 2011, 8:36 AM EDT | Post edited: Jun 22 2011, 8:36 AM EDT
Beverly reminds us that we already have all the pieces to make our students successful readers, we may just need to reevaluate how and when we use the pieces. I like the simplicity of her thinking! Do you find this valuable?    
shannonomalley
shannonomalley
2. RE: Beverly Tyner
Jun 22 2011, 8:40 AM EDT | Post edited: Jun 22 2011, 8:40 AM EDT
I enjoyed hearing Beverly Tyner speak today. She seemed to speak to many of the major issues that we are facing in our classrooms. She shared the following quote with us during her presentation, "the product is more important than the process." I think this is very relevant to the RTI approach to intervention. This week we have heard a lot about prevention and how this can save many students from struggling in reading. She spoke of the interconnectedness of comprehension, fluency, phonemic awareness, phonics, and vocabulary and how they all fit together into a puzzle that we as teachers must find time to address and to fit into our schedules. Students need all of these components to be successful readers. I felt that Beverly Tyner really spoke to me as a sixth grade teacher and gave me some great ideas and strategies to use to reach the struggling readers in my classroom. She made RTI come to life and the concept really clicked for me during her presentation. Do you find this valuable?    

carriemarvis
3. RE: Beverly Tyner
Jun 22 2011, 8:43 AM EDT | Post edited: Jun 22 2011, 8:43 AM EDT
She hit the nail on the head when she mentioned students getting better at reading by having multiple texts available at their ability level. We must continue to examine how much time we're giving students to practice reading these texts, because the more they practice, the better they will become at reading. Do you find this valuable?    
Erikwittmer
Erikwittmer
4. RE: Beverly Tyner
Jun 22 2011, 8:44 AM EDT | Post edited: Jun 22 2011, 8:44 AM EDT
I love that Beverly Tyner is talking about RTI and the pieces that seem to be missing in our schools. My building has five teachers here this week and we are looking to put together a presentation on what RTI should look like and the benefits of this model. We are one of those Christmas Tree schools who have a high level of identified LD students (19 last year in 5th grade alone). Our primary teachers need to know the importance of phonemic awareness, phonics as much as some of the middle grade teachers. Do you find this valuable?    

carriemarvis
5. RE: Beverly Tyner
Jun 22 2011, 8:45 AM EDT | Post edited: Jun 22 2011, 8:45 AM EDT
"Beverly reminds us that we already have all the pieces to make our students successful readers, we may just need to reevaluate how and when we use the pieces. I like the simplicity of her thinking!"
I agree! We need to work smarter, not harder. Budget cuts will put restraints on the resources we have access to, so we need to examine what we currently have and think about rearranging it to get the best bang for our buck! Do you find this valuable?    
CoreyBittle
CoreyBittle
6. RE: Beverly Tyner
Jun 22 2011, 8:46 AM EDT | Post edited: Jun 22 2011, 8:46 AM EDT
"Way to much assessing and not enough teaching." I couldn't agree more with this statement. However, that becomes a political argument. Do you find this valuable?    
nancyschnelli
nancyschnelli
7. RE: Beverly Tyner
Jun 22 2011, 8:47 AM EDT | Post edited: Jun 22 2011, 8:48 AM EDT
Dr. Tyner makes it very clear that communication is the key. We have to have open communication with all the professionals involved with a student so that the student gets the multiple "hits" of the area of need. Saying we don't have time is not the answer - we need to make the time for our students. Do you find this valuable?    
CarrieThompson
CarrieThompson
8. RE: Beverly Tyner
Jun 22 2011, 8:47 AM EDT | Post edited: Jun 22 2011, 8:47 AM EDT
I'm a high school biology teacher and I feel I should really be providing my students with more resources that are at their different reading levels. We are implementing Read 180 at our school next year and I'm hoping teachers can access the students' reading levels so that content area teachers can then differentiate the reading in the classroom. Obviously, the challenge would be how I can gain access to supplemental materials to help my struggling readers. I wonder if any other high school teachers differentiate the reading materials given to students and how they go about it... I think most simply use the textbook and possibly news articles as well. Beverly really motivated me to think about this more as I go about planning for next year. Do you find this valuable?    
JimSnelbaker
JimSnelbaker
9. RE: Beverly Tyner
Jun 22 2011, 8:47 AM EDT | Post edited: Jun 22 2011, 8:47 AM EDT
I think Beverly Tyner made some very valid points about what the different tiers should look like. My concern is that part of the middle school philosophy is to have heterogeneous grouping, but small group intervention is based on homogeneous grouping. Aren't these two philosophies opposite of each other? Would it make more sense to have a homogeneous class to begin with? Do you find this valuable?    

mjmatcham
10. RE: Beverly Tyner
Jun 22 2011, 8:48 AM EDT | Post edited: Jun 22 2011, 8:48 AM EDT
I began my teaching career in another state that provided preK programs in the public schools. when talking about the biggest bang for our teaching buck, I'd like to see PA focus more on early childhood. Do you find this valuable?    

KirstyHouck
11. RE: Beverly Tyner
Jun 22 2011, 8:49 AM EDT | Post edited: Jun 22 2011, 8:49 AM EDT
There are two things that have stood out to me so far in this presentation. The first is that all the pieces of the puzzle need to be present for students to succeed. I like how Beverly talked about the importance of this fact for when the kids enter the secondary level. Fluency, phonemic awareness, phonics, and vocabulary are required before comprehension to take place. If there are any of the pieces of the puzzle missing it is going to be impossible for my high school kids to comprehend the biology that I am trying to teach. The second point that made sense for me is the importance of differentiated instruction. At my school we are constantly being told to differentiate but it wasn't until right now that I made the connection between DI and literacy. I need to reach the kids at their levels in order to allow them to grow. This is something that I plan on taking to heart as I plan for next year. Do you find this valuable?    
shannonomalley
shannonomalley
12. RE: Beverly Tyner
Jun 22 2011, 8:50 AM EDT | Post edited: Jun 22 2011, 8:50 AM EDT
I agree! The only way that things are going to get better is with teaching...effective teaching. This is something that we have heard over and over again this week. Do you find this valuable?    
LonaKluttz
LonaKluttz
13. RE: Beverly Tyner
Jun 22 2011, 8:51 AM EDT | Post edited: Jun 22 2011, 8:51 AM EDT
As Beverly Tyner is saying, vocabulary instruction is so key in teaching reading. Pre-teaching vocabulary for reading instruction helps all students comprehend what we are teaching--ELLs, lower level students, higher level students, and your average students. I, as a teacher of ELLs, also encourage you to add pictures or images to those key vocabulary words that you are introducing with your students. Everyone will benefit! Do you find this valuable?    
JimSnelbaker
JimSnelbaker
14. RE: Beverly Tyner
Jun 22 2011, 8:52 AM EDT | Post edited: Jun 22 2011, 8:52 AM EDT
"I'm a high school biology teacher and I feel I should really be providing my students with more resources that are at their different reading levels. We are implementing Read 180 at our school next year and I'm hoping teachers can access the students' reading levels so that content area teachers can then differentiate the reading in the classroom. Obviously, the challenge would be how I can gain access to supplemental materials to help my struggling readers. I wonder if any other high school teachers differentiate the reading materials given to students and how they go about it... I think most simply use the textbook and possibly news articles as well. Beverly really motivated me to think about this more as I go about planning for next year. "
I agree. The textbook provides the basic information for the course. But there is a lot of possiblities for differentiating the supplemental materials. Another challenge that will present itself is for us "non-reading specialists" to figure out what the reading level is for these supplemental materials. Do you find this valuable?    
nancyschnelli
nancyschnelli
15. RE: Beverly Tyner
Jun 22 2011, 8:54 AM EDT | Post edited: Jun 22 2011, 8:54 AM EDT
"I think Beverly Tyner made some very valid points about what the different tiers should look like. My concern is that part of the middle school philosophy is to have heterogeneous grouping, but small group intervention is based on homogeneous grouping. Aren't these two philosophies opposite of each other? Would it make more sense to have a homogeneous class to begin with?"
In elementary we have heterogeneous grouping as well. The homogeneous grouping comes with finding the kids that have the same areas of difficulty within your heterogeneous group. The small groups are flexible and are based on a identified area of difficulty for certain kids in your classroom. Pull together a "homogeneous" group with a common area of need. Discovery a new area of need and you have another homogeneous group. Do you find this valuable?    
LonaKluttz
LonaKluttz
16. RE: Beverly Tyner
Jun 22 2011, 8:55 AM EDT | Post edited: Jun 22 2011, 8:55 AM EDT
"I began my teaching career in another state that provided preK programs in the public schools. when talking about the biggest bang for our teaching buck, I'd like to see PA focus more on early childhood."
I agree with you. Unfortunately, when funding gets cut it always seems to be from these early childhood education programs. Bill Goodling was so important for our state and currently the Bill Goodling Institute affiliated with PSU offers great information, resources, and campaigns to keep strong the focus on early childhood education. Do you find this valuable?    

ericsshipman
17. RE: Beverly Tyner
Jun 22 2011, 8:55 AM EDT | Post edited: Jun 22 2011, 8:55 AM EDT
I love how much she stresses Teacher Read Alouds!! They are an amazing tool to teach students because there is so much rich literature out there. I have also found (as most people do)-- students LOVE to be read to and they love teacher read aloud. This past year I had one student that would constantly ask me when read aloud was each day. It was his favorite time of day. After I would do the read aloud and place the book in our book bin -- he would always fight with anyone over getting that book. It is a way to introduce so many reading skills and model for students along with introducing authors and getting students excited about reading!! Do you find this valuable?    
Almqukat
Almqukat
18. RE: Beverly Tyner
Jun 22 2011, 8:56 AM EDT | Post edited: Jun 22 2011, 8:56 AM EDT
How many of you use shared reading in your primary classroom? I use a lot of songs, poems and big books to work on phrasing, fluency and phonics. At times the big books are above my low readers independent reading level but we are still able to use the book to model fluent reading, developing sounding out skills and notice and learn the ways books work. Do you find this valuable?    
JulieBeard
JulieBeard
19. RE: Beverly Tyner
Jun 22 2011, 8:57 AM EDT | Post edited: Jun 22 2011, 8:57 AM EDT
Teaching reading is not like teachingmath. And assessing reading is not like assessing math. We need to spend as much time as possible to give each student the required tools they need to become on-level readers.There is no easy formula and no cookie cutter method. Beverly reminds us to provide accelerated instructure to build struggling students as readers. Do you find this valuable?    
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