Diverse Teaching Strategies for Diverse Learners
Ask the students what works with them and how they learn best. Reach out to families and share your desire to meet their child's needs - but be. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners . to meet the needs and strengths of students from a tremendous diversity of. Strategies that have worked in meeting the needs of diverse learners. One teacher shares 10 effective strategies that are easy to implement into.
The agent asks the immigrants questions while the doctor checks the eyes, mouth, and hair for signs of disease.
The conversation engages auditory learners. The physical set up of the activity engages visual learners. Finally, the movement engages kinesthetic learners.
Writing engages visual learners. Finally, the class returns to the classroom where there is a discussion about the activity. Students sharing their reflections aloud reinforces the learning for auditory learners, while standing up to speak does the same for kinesthetic learners. In summary, as long as a lesson has a visual component, and auditory component, and a kinesthetic component, a teacher is likely to engage a greater percentage of her students than just by lecturing.
Sometimes these roadblocks are things which a teacher can do little about. A student has a poor home life. In a nutshell, scaffolding is giving students just a little bit of hidden help to teach them both the material and academic skills. To go in-depth with scaffolding, let us discuss note taking. Imagine a motivated student who knows nothing about taking good notes. She will likely write down everything the teacher says, but will not be able to determine the importance of what she has written down.
Also, the notes will have no organization to help her study later. One scaffolding solution is guided notes. Here is an example the author used while teaching high school government.
Teachers21 - Meeting the Needs of Diverse Learners
This example does a number of things at once: Teaches students a new graphic organizer. Provides a small amount of information to show students how the graphic organizer works. Guided notes are much more than graphic organizers. They can also include the following components: Early intervention and education for children in the welfare or delinquency system, as well as their caregivers, may serve to lessen the prevalence of severe behavior problems as the children grow older.
For example, therapeutic preschool programs such as the Hand in Hand program in Portland, Oregon, have shown success in targeting the needs of young children in foster care who had been subjected to abuse or neglect and had severe behavior problems. For school-aged youth, Leone and Weinberg identify evidence-based literacy programs, including Read and Corrective Reading, and out-of school programs as showing promise in remediating reading deficits and increasing the potential for greater school success.
Although reading effects were greater for students receiving one-on-one tutoring, mathematics outcomes were stronger when support was provided to small groups of students, and, contrary to reading outcomes, favored middle and high school students Lauer et al.
Leone and Weinberg signal the need for stronger interagency collaboration and leadership as essential in moving closer to the goal of successfully transitioning all youth into adulthood.
Efforts to reform the existing inadequacies of systems for neglected and delinquent youth through legislation, policy revision, and collaborative work alone will be insufficient unless strong leadership within and among agencies prevails. Migrant Students InSalinas and Franquiz reported that there were aboutmigrant students at the national level, and a large number of students in this population were ELs of Hispanic origin.
Typically, educators are most concerned with issues that directly impact EL students' educational achievement; however, teachers and educational staff should not ignore the most basic needs that are fundamental for learning. Unfortunately, some of the urgent needs of migrant children are beyond the typical scope of most schools; thus, it becomes necessary to collaborate with social service agencies to improve overall outcomes for these children and their families.
Research findings and case studies have shown that migrant students face multiple challenges for learning: Each of these factors aggravates the risk to psychological and social well-being independently, and when combined they make academic achievement extremely challenging for these children. Similar to children who are homeless, migratory youth face struggles with accruing high school credit for graduation.
However, as longitudinal databases have emerged and other technologies have improved, some of the challenges in these areas have been mitigated.
Distance learning programs, online courses, and the provision of laptops to facilitate communication with home school systems have resulted in improved outcomes for many migratory youth NASDME.
Student Learning and Achievement Supports Accessible, Engaging Education for All In its landmark decision involving racial segregation of public school students, the U.
Supreme Court affirmed the right of all children to equal educational opportunities. Now, more than 50 years later, one could argue that the notion of a public education available to all students "on equal terms" has broadened to include considerations for an increasingly diverse population of school children.
Instructional accommodations, modifications, and differentiation all center on addressing the individual learning needs of students, supporting their mastery of content standards and indicators. Educators drawing on these supports consider information and data regarding students' disabilities, language dominance, learning profiles, interests, and academic readiness when planning instruction and learning tasks for students, all of whom have unique learning needs.
Where a state has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right, which must be made available to all on equal terms. Board of Education of Topeka, Kansas In addition to the supports previously mentioned and the research-based instructional strategies and techniques identified in Table 2another option may increase opportunities for learning success.
Incorporating the set of principles embodied within a framework of Universal Design for Learning UDL has the potential to make curriculum and instruction both accessible and engaging for all learners National Universal Design for Learning Task Force, n. UDL is an adaptation of the concept of universal design that originated in the field of architecture.
Examples of such considerations include curb cuts, ramps, and elevators that, although made with the needs of individuals with disabilities in mind, ultimately benefit all users. With respect to student learning, UDL promotes attention to the needs of individual learners through upfront consideration of these needs during curriculum development Meo.
In designing curricular materials that foster equal opportunities for all students to learn, the National Center on Universal Design for Learning n. Provide multiple representations of information e. Provide for multiple forms of expressing and acting on learning e.
Provide for multiple ways to engage students e. Meo chronicles the experiences of two teachers working collaboratively to support the learning of all students in a high school world history class. Using a four-step process for designing and delivering curricula based on UDL, the teachers established learning goals aligned to state and local standards, analyzed the existing curriculum and classroom composition for potential barriers to student learning, applied the three principles of UDL to develop lessons and instructional units, and implemented the lessons.
Through this approach, the teacher team was able to determine the effectiveness of their instruction, identify additional barriers inherent to the curriculum, work to eliminate these, and, as a result of these actions, strengthen learning for all students Meo. The recent release and subsequent adoption of the Common Core State Standards by 40 states and the District of Columbia offer an unforeseen opportunity for states and districts to develop and revise curricula in alignment with these new standards.
Effort and time spent now considering the educational needs of a broad base of diverse learners can help states, school districts, and schools lay the foundation for curricula that is tied to rigorous expectations—yet is flexible and accessible—and helps secure the opportunity for all students to learn.
State Highlights The following highlights were provided by the respective state education agencies. Alabama A brief overview of Alabama's three-tiered approach to Response to Instruction RtI can be accessed at the following link https: Through implementation of RtI, schools identify and monitor students who are at risk, use problem-solving and data-based decision making to provide research-based interventions, and adjust the intensity of interventions based on the student's response.
When the approach is implemented effectively it results in high-quality decisions regarding individualized instructional needs of students. This approach has a great deal in common with most states. As with many states, Alabama has, until very recently, based what its professional learning needs are upon word-of-mouth input and the outcomes of standardized tests.
This approach was additionally undergirded by input from SDE field staff and coordinators of our regional inservice centers; however, it remained only marginally effective in meeting the individual needs of our teachers.
Because EA is a web-based system it provides the SDE with the ability to consolidate all identified areas of need from over 50, teachers statewide and disaggregate them by state, region, system, and school.
Since the self-assessment—which is the first step in EDUCATEAlabama and utilizes the Alabama Continuum for Teacher Development — includes assessment of one's ability to address multiple types of student diversity, the SDE can react to needs identified by the teachers themselves. This provides the SDE and LEAs with unprecedented access to educator needs and the ability to choose professional learning opportunities necessary to meet the identified needs of teachers and, by extension, the diverse needs of their students.
All state literacy initiatives are based on this model. Even though RTI is a general education initiative, it has been designed to support ALL children, and a very positive result has been the reduction in the number of students being referred for special education services due to reading difficulties. The Louisiana Department of Education advocates preventing very early developmental delays that later may become learning difficulties. Providing information on the appropriate progression of language and literacy development to parents, caregivers, early childhood providers, and teachers is critical to supporting intervention efforts that lead to increased child outcomes.
The Louisiana Comprehensive Literacy Plan provides this information, as well as links to a number of external resources that offer even more detailed guidance. RTI in preschool is known as "Recognition and Response" and allows for a tiered approach to meeting the individual needs of children. Screening data provide baseline information that determines need for additional support and becomes a yardstick by which to measure developmental growth.
Beginning in kindergarten, as children are developing and extending their literacy skills, RTI is a systematic system of supports that helps to ensure success in school from the outset.
Meeting the Needs of Diverse Learners
RTI in these schools begins with a strong research-based core reading program for instruction with all students. Universal screening of all students with DIBELS Next provides data used to modify instruction and vary supplemental instructional intervention within three tiers of support.
Student progress toward specific goals is monitored frequently to allow for fluid movement through the instructional tiers of support as needed. This project includes 65 middle schools across the state, focusing particularly on grades This process has been shown to be effective with Louisiana students by quickly providing educators with critical information about students' literacy levels and matching each student with the appropriate intervention at the right time.
Language-literacy skills, preventive services, and effective collaboration are emphasized, with student needs addressed in the most integrated setting. A large component of the Comprehensive Literacy Plan is Instruction and Intervention RTIwhich is interrelated with and interwoven into all other components.
As a result of this coordination among initiatives and concerted focus, educators recognize that children's literacy development is a continuous developmental progression from birth through high school. Documents addressed in this article can be found at http: The Office of Student Intervention Services provides funding to schools and districts to serve at-risk learners through a number of initiatives, including the following: Funds for these grants are made available through the Education and Economic Development Act EEDAa program designed to better prepare South Carolina students for the workforce and post-high school education through early career planning and an individualized curriculum.
Alternative Schools are designed to provide appropriate services to students who, for behavioral or academic reasons, are not benefiting from the regular school program or may be interfering with the learning of others. The Palmetto Mentoring Network is a group of school- and community-based programs that pair students with mentors, one-to-one.
The SCDE views Response to Intervention RTI as an opportunity to integrate assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. The implementation of an RTI system can identify and address the learning and behavioral needs of all students. It is preventative and provides immediate support to students who are at risk for poor learning outcomes. A successful RTI program requires the implementation of five essential components: We believe we can effectively teach all students and that quality classroom instruction is the key to student success.
We believe early intervention is the key to success. We believe implementing research-based instruction and interventions benefits students. We believe monitoring student progress informs instruction.
We believe using multiple sources of data aids decision-making about student performance. We believe working in partnership with parents maximizes student performance. The SECC provided a review of the support document and made recommendations to assist the agency.
How to Engage a Classroom of Diverse Learners
Another of the five schools will highlight implementation of RTI in the areas of reading and math. Teams of educators from 27 middle, elementary, and primary schools plus two district teams have presently been identified to visit the designated schools. Visits will be conducted throughout the months of October, NovemberJanuary, February and March Applications will continue to be accepted until each demonstration site has had district and school teams visit.
In November the National RTI Center provided an initial training for middle and high schools on the overall framework and developing a model; persons participated.