New Teacher Tips on How to Adapt Instruction

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As a new teacher, you'll see various gaps in your students' learning. These gaps become evident especially after you've marked a test. It becomes very clear to you then, that what you've previously taught, now needs to be refined. This is known as the process of adapting instruction. By continually adapting and refining instruction, you have a much higher chance of engaging students ALL the time.

New teachers usually learn by "hitting" or "missing." Part of that hitting and missing is building a relationship with the class and part with matching the curriculum to meet the needs of the students. In assessment however, it's crucial to refine instruction based on what students can actually do. Think of the curriculum of standards as a road map that will guide you at every point of the journey and see if you are on track.

Initially, the test results should show you the areas of weaknesses of your class. Then refine areas of instruction based on what students CAN do not what you THINK they can do. This is an important realization. If student X is only at the decoding stages of reading, you'll need to adapt instruction so that s/he can finally decode and read with greater fluency.

So, how can you effectively implement the process of adapting instruction? Here are a few new teacher tips to help get you started:

1. Match areas of instruction to the curriculum that truly are necessary for what the students need right NOW.

If they are not up to par with early reading comprehension then work on decoding and vocabulary building. But remember: vocabulary building is an important part of reading instruction.

2.Use the first ten to fifteen minutes to provide main input for the entire class, then set aside time to provide additional examples (visual examples can be most effective) for your lower performing students that highlight the main skill builder. For example, if you are teaching an important reading comprehension skill like scanning, demonstrate using a highlighter, smart board or colored chalk examples of scanning.

3. Incorporate the principles of the three R's in your lessons: review, repeat, recycle. All students need repeated opportunities to review a skill. It is not enough to assumed they've acquired it after the first few lessons. Find different and new ways to make vocabulary learning interesting especially for the lower performing students.

Make sure your next test incorporates ONLY the skills you have taught. Do NOT assess a skill students have not mastered. Assessing what you have taught is test validity and is an important criteria for adapting instruction.

If you have been adapting instruction in this general fashion, eventually, you should be able to pull all students up.

Pat yourself on the back for coming this far. Remember, you CAN take control in the classroom!

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Source by Dorit Sasson