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53THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTIONS IN EFL CLASSROOM FOR TEACHING READING Ashurova Z.B.
Ashurova Zevar Bobirovna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article focuses on differentiated EFL instruction for teaching reading Different students have different levels of readiness and different needs; therefore, they should not be treated as one. Instead, students should be provided with various learning opportunities, as well as different ways to express their learning. Keywords: differentiated instruction, teaching reading, diverse students.
Even though letting students work in groups offer many opportunities to differentiate, differentiation can also happen during whole-group instruction. When instructing the whole group, the teacher can accommodate his or her instruction for students who need that extra help. The teacher might, for example, write key terms on the board so that students don't only depend on oral presentation, give some students a partially completed outline to help note taking, use videos, graphics, and other visualizations during the presentation, or record the oral presentation so that students can listen to it again later. Accommodations can also be made to the environment where the students are learning. There can be visual cues on the walls that students can use as a resource, the classroom should also encourage questions. Often accommodation designed for specific students might in the end be beneficial for all [2.89].
After the whole-group instruction, it is best to offer students the possibility to practice and reinforce the information that has just been presented. O'Meara suggests the model of the gradual release of responsibility, which offers a framework to support learners to become more independent. The stages include guided instruction, shared collaboration, and independent practice. After the guided instruction, letting the students work in small groups and work cooperatively provides many opportunities for differentiation. Grouping students just randomly, isn't usually the best way. It's useful to observe and collect data and find similarities in students' needs, interests and learning styles. Based on this information the teacher can form smaller groups. Grouping students allows the teacher to teach and assist specific groups at certain times and let other students, for example, work independently on different materials.
Students who have less developed readiness might need more direct instruction, simpler tasks, a different pace of learning, more structured or more concrete activities or products, which are related to their own experiences. Advanced students might need to skip practicing the skills they already have and do more complex, open-ended, and abstract activities or products, or be given more challenging texts to read [3.91].
Reading is a key skill for most students in a foreign language and it should therefore take its place besides the development of the other three skills of language: listening, speaking and writing. The greatest use at the end of language study is reading since most materials are printed, so it can be a basis for students. Further, the ability to read will stay longer than the other skills, and it is the skill that will be must convenient to use. Reading remains a valid goal in the second language classroom. [1.5].
Reading comprehension and Differentiated Instruction. There is evidence that providing all students with the same reading instruction can be detrimental to student achievement. In classrooms comprised of students with varied reading levels where the teachers did not engage in differentiated instruction, student achievement for the average and low achieving students suffers; high achieving students make merely modest gains.
Other studies support the notion that differentiation in instruction is needed to narrow the achievement gap found in today's schools. Since teachers in nondifferentiated classrooms often focus on the average learners, students of high ability or low ability do not receive instruction to adequately improve their reading ability.
Planning differentiated reading comprehension lessons
Planning tailored reading lessons is not a simple task that can be described in a lockstep formula. There are many points to consider when preparing for differentiated reading instruction in the classroom such as assessment, grouping formats, classroom management, materials, length and frequency of instruction and lesson Focus.
Assessment. The primary consideration in reading instruction should be the needs and strengths of each child. It is only through assessment that teaching decisions can be made as assessment provides the data that informs good instruction once these data are collected, the teacher must be empowered to analyze the information. This analysis, coupled with the teacher's deep knowledge of the reading process, will enable powerful instruction. This type of assessment should be on-going, not a one-shot measure used at the beginning, middle, and end of the year.
Differentiated is very complex approach to teaching and, as such it faces many challenges. Sherman summarized the main point in this manner: The greatest challenge to differentiated instruction is time, followed by classroom management, changing teacher expectations, and professional development. "Differentiating instruction begins with knowing your students and their learning need" [4.75].
References
1. Damayanti Y. Implementing skimming to teach reading comprehension, Semarang state university, 2011. P. 3-8.
2. O'Meara. Beyond Differentiated Instruction. Thousand oasks, CA: Corwin, 2010. P. 89-90.
3. Tomlinson C.A. Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD, 2014.
4. Sherman W. Differentiated Instruction: A Review of Literature, VCU MERC Publications, 2008.
