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Instruction to Meet the Needs of Diverse Learners

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Instruction to Meet the Needs of Diverse Learners Effective Teaching Practices to Insure Student Success Inclusion Legally Required: LRE Access to General Curriculum ... – PowerPoint PPT presentation

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Title: Instruction to Meet the Needs of Diverse Learners


1
Instruction to Meet the Needs of Diverse Learners
  • Effective Teaching Practices to Insure Student
    Success

2
Inclusion
  • Legally Required LRE
  • Access to General Curriculum
  • Access to Peers
  • Better Curriculum
  • Higher Expectations

3
Inclusion Issues
  • Assuming that exposure to class is enough
  • Placement without pre-planning
  • Not individualizing placement
  • Over or under using paraprofessionals
  • Focusing on activities-not objectives
  • Not utilizing explicit instruction

4
Successful Inclusion
  • All teachers responsible for ALL students
  • Teach skills needed for success
  • All teachers us effective teaching and behavior
    management-Universal Design
  • Special Ed. provides ongoing support
  • Frequent, regular monitoring of teachers and
    students (data gathering)
  • Team problem solving

5
Universal Design
  • School established effective practice goals
  • School wide rules
  • Uniform classroom rules
  • Procedures/expectations taught to all students
  • High levels of OTR-Opportunities to Respond and
    student engagement
  • Learning/study and organizational strategies
    explicitly taught to all students

6
Teaching Practices
  • Good teaching produces higher levels of
    appropriate behavior
  • Good teaching produces higher levels of academic
    skills
  • Good teaching produces greater learner progress
  • Good teaching is a planned process-not a seat of
    the pants proposition

7
Effective Learners
  • Are engaged
  • Are interactive
  • Have a wide knowledge base
  • Are active in their learning
  • Are motivated from within
  • Are goal driven
  • Monitor their learning
  • Can adjust behavior to not interfere with
    learning

8
Ineffective Learners
  • Are passive
  • Do not interact appropriately
  • Have a limited knowledge base
  • Are not able to effectively monitor learning
  • Externally motivated/controlled
  • Are not goal oriented
  • Behaviors interfere with learning

9
Good Teaching
  • New material is presented through teacher-led
    instruction
  • Effective instructional methods used
  • Practice activities are varied, motivating, and
    promote generalization of skills
  • Students are engaged more that they are not
  • Students participate in group activities
  • Students are successful most of the time
  • Learning is more rewarding than not learning

10
Multi-Level teaching
  • Homogeneous groups for reading and math
    instruction
  • Whole group instruction for Social Skills, Social
    Studies, Science
  • Paras assist with groups where available
  • Use peer-tutoring, learning centers, projects,
    paired learning, etc. for students who are not
    with teachers
  • Teacher should regularly teach every student

11
Instructional Activities and Arrangements
  • Large Group
  • Small Group-most time here
  • Individual
  • Direct Teach (one on one)
  • Direct Instruction-most time here
  • Practice

12
Ensuring Student Learning
  • Provide high rates of active student responding
    (OTR)
  • Provide immediate and complete error correction
  • Teach Vocabulary!!
  • Teach students learning tools (mnemonics,
    learning strategies
  • Use research-based instruction
  • Priming
  • Conspicuous strategies
  • Mediated scaffolding
  • Judicious review

13
Opportunities to Respond
  • New Learning
  • 4-6 opportunities per minute with 80 correct
  • Review
  • 8-12 opportunities per minute with 90 correct

14
Active Student Responding
  • Choral Responses
  • Response Cards
  • Guided Notes

15
Choral Responding
  • Provides high level of OTR
  • Allows anonymous participation
  • Teacher provides cue for when to respond-visual
    or auditory
  • Uncertain responses-do firming
  • Listen for errors-correct immediately
  • Use individual responses for assessment and
    differentiation

16
Response Cards
  • Strong research support
  • High motivational value
  • Used in large groups, individually, in pairs
  • Pre-printed or write on
  • Teacher asks question, provides wait time,
    cues-students respond with cards
  • Many variations-all effective

17
Guided Notes
  • Tree outline
  • Flow Charts
  • Venn Diagrams
  • Framing-go to www.graphicorganizers.com for
    ideas
  • Guided notes provide a structure-beneficial if
    all students in a school are taught a basic
    frame in common.

18
Error Correction
  • Be explicit
  • Be immediate
  • Lead to independence (refer to rule or strategy
    during correction)

19
Explicit Instruction
  • Tell students what you want them to learn
  • Give very clear, direct instructions
  • Demonstrate/model/guided practice/independent
    practice
  • Model/lead/test format
  • Clear, consistent error correction
  • Correct response-acknowledge
  • Incorrect response-correct
  • Uncertain response-firm
  • www.cast.org/publications/ncac/ncac_explicit.html
  • www.xnet.rrc.mb.ca/glenh/understanding_by_design.h
    tm
  • For good ideas for lesson design and evaluation

20
Priming Background Knowledge
  • Relating knowledge that students must know to
    learn a new skill, concept, or strategy
  • Plan before lesson-What do students need to know
    before they can learn this?
  • Question-discuss-review this background knowledge
    BEFORE presenting new skill

21
Examples of Priming
  • K-W-L What do I know, what do I want to know,
    what have I learned?
  • Direct instruction curricula (scripted lessons)
  • Beginning of class warm-ups
  • Graphic organizers

22
Conspicuous Strategies
  • Teach learners the tricks of the trade-what the
    experts know
  • Examples
  • Reminder acrostics
  • Rules Silent e makes the vowel say its name.
  • How do experts find the main idea of a passage/
  • How do experts set up a math problem from a
    story problem?

23
Mediated Scaffolding
  • High levels of support in the early stages of
    learning
  • Gradually fade support as student masters skills
  • For ideas go to
  • www.projects.edtech.sandi.net/staff
    development/presentation/scaffolding.htm

24
Judicious Review
  • Well thought out
  • Well planned
  • Carefully reflects what they need to know
  • Continuous-spirals with additional knowledge
    throughout the year

25
Vocabulary
  • Vocabulary knowledge has been proven to be
    critical to school success
  • Vocabulary development is a fundamental goal for
    early grades
  • The vocabulary gap widens in early grades
  • Explicitly teaching vocabulary is essential at
    all grades

26
Teaching Vocabulary
  • Provides students skills and opportunities to
    learn vocabulary independently
  • Teaches students the meanings of unfamiliar words
    and concepts
  • Fosters an appreciation and awareness of words
    and their use
  • Brings words to life-encourages word play

27
Direct Vocabulary Instruction
  • Provides clear, understandable, kid-friendly
    definitions
  • Uses both definitions and context
  • Provides lost of varied opportunities to interact
    with words
  • Provides lost of review and opportunities for
    learning
  • (English language learner dictionaries are a good
    source of kid friendly definitions)

28
Vocabulary Strategy-LINCS
  1. List the word and definition
  2. Indicate a reminding word (looks like-sounds
    like)
  3. Note a LINCing story
  4. Construct a LINCing picture
  5. Self-Test

29
LINCS Example
  • Compromise
  • Essential definition an agreement, where each
    gives up something
  • Reminding word promise
  • LINC-ing story Both promised to give up
    something to reach an agreement.
  • LINC-ing picture

30
Levels of Vocabulary
  • No knowledge
  • General sense
  • Narrow context-bound knowledge
  • Knowledge of a word without ability to recall and
    use it in appropriate situations
  • Rich, decontextualized knowledge of a words
    meaning, its relationship to other works, and its
    extension to metaphorical uses (Beck, McKeon
    Kucan, 2002)

31
Mnemonics
  • Keywords
  • Letter Strategies (acrostics,acronyms)
  • Pegwords
  • Research supports the use of mnemonics as a
    learning strategy for diverse learners. These
    techniques make learning easier.

32
Keywords
  • For vocabulary or pairs of information
  • Involves elaboration and imagery
  • Students use background knowledge to learn new
    concepts and vocabulary
  • Ex Arkansas-picture of an ark being sawed in
    half
  • Ex Handel-Baroque composer
  • Picture of a man bringing broken(baroque) handle
    bars (Handel) to a bikeshop

33
Letter Strategies
  • ROYGBIV-order of colors in rainbow
  • Please excuse my dear aunt Sally-order of
    operations in math
  • FACE-space notes
  • Every good boy does fine line notes
  • Use letter strategies for lists of information.

34
Pegwords
  • For numbered or ordered information
  • Involves elaboration and imagery combined with
    pegwords (words associated with numbers)
  • In general, teach all kids one set of pegwords-
    Scruggs and Mastropieri have one, Quantum list is
    another-kids can tweak as they wish

35
Pegword Example
  • one is a bun     two is a shoe    
    three is a tree     four is a door     five is
    a hive     six is sticks     seven is
    heaven     eight is a gate     nine is a
    line     ten is a hen
  • Other methods much like pegwords are also
    useful go to
  • www.memory-key.com/mnemonics/list-learning.htm

36
Learning Strategies
  • There are many learning strategies that have been
    field tested with students with disabilities
  • Decoding-DISSECT
  • Writing-TOWER
  • Math-DRAW
  • Listening-SLANT
  • Test-Taking-SCORER
  • Organization-PREP/WISE
  • http//www.ku-crl.org (materials for purchase)
  • www.ldonline.org
  • www.teachingld.org
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