Instruction to Meet the Needs of Diverse Learners
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Transcript Instruction to Meet the Needs of Diverse Learners
Instruction to Meet the Needs
of Diverse Learners
Effective Teaching Practices to
Insure Student Success
Inclusion
Legally Required: LRE
Access to General Curriculum
Access to Peers
Better Curriculum
Higher Expectations
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
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
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
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
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
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
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
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
Instructional Activities and
Arrangements
Large Group
Small Group-most time here
Individual
Direct Teach (one on one)
Direct Instruction-most time here
Practice
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
Opportunities to Respond
New Learning
4-6 opportunities per minute with 80%
correct
Review
8-12 opportunities per minute with 90%
correct
Active Student Responding
Choral Responses
Response Cards
Guided Notes
Choral Responding
Provides high level of OTR
Allows “anonymous” participation
Teacher provides cue for when to respondvisual or auditory
Uncertain responses-do firming
Listen for errors-correct immediately
Use individual responses for assessment
and differentiation
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
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.
Error Correction
Be explicit
Be immediate
Lead to independence (refer to rule or
strategy during correction)
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.htm
For good ideas for lesson design and evaluation
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
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
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?
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
Judicious Review
Well thought out
Well planned
Carefully reflects what they need to know
Continuous-spirals with additional
knowledge throughout the year
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
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
Direct Vocabulary Instruction
Provides clear, understandable, kidfriendly 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)
Vocabulary Strategy-LINCS
1) List the word and definition
2) Indicate a reminding word (looks likesounds like)
3) Note a LINCing story
4) Construct a LINCing picture
5) Self-Test
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:
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
word’s meaning, its relationship to other
works, and its extension to metaphorical
uses (Beck, McKeon & Kucan, 2002)
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.
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
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.
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
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
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