• Educators should differentiate content, process, product, affect, and the learning environment as necessary.
• Teachers need to first identify the concepts, principles, and skills they want to teach and build a curriculum from there adding or reducing the skills taught, carrying the levels of difficulty of the content, and having students demonstrate their knowledge in various ways.
• When creating accommodations: give students choices about what and how they learn, collaborate to establish learning goals, activities, and products, alter the pace of instruction, use a multicultural curriculum, design alternative projects, focus on few objectives, and modify requirements and assessments as needed.
• Multilevel teaching is when students at various levels receive lessons in the same subject but at different levels of difficulty. Multilevel lessons should focus on the same underlying concepts, use various teaching methods, allow students to use different methods to practice the material and display their understanding, use various methods of assessment.
• Curricular overlapping involves focusing on individual skills o different students across the curriculum.
• Tiered assignments allow students to respond in different ways to the same concepts using their individual strengths.
• There are different ways of differentiating instructions. Access differentiation techniques provide access to the curriculum without affecting the expectations of the students; this includes using Braille, sign language, or bilingual dictionaries. Low-impact differentiation techniques alter the way students are taught but only have a minimal impact on the level of curriculum addressed. High-impact differentiation techniques, or modifications, alter the content and the way students are taught.
• Make accommodations of the instructional materials used by: varying the amount students are exposed to or required to complete, use a variety of formats of materials, use supplementary materials, and use materials that present the content at a variety of levels.
• Provide opportunities for students to work in groups and establish relationships as well as work independently. Some students work better on their own, some work better with others.
• When considering strategies to implement: look at how they affect all the students in the classroom as well as adults, consider if they are age appropriate, risk causing embarrassment or isolation, intrude a student’s personal space, or inhibit student cooperation.
• Teacher directed text comprehension strategies including previewing, questioning, reciprocal teaching, and collaborative strategic reading the teacher models specific strategies and helps students learn how to organize information independently.
• Student directed text comprehension strategies, like self-questioning, helps the student thinking about the text and the reasons for reading the text independently and they can learn to form their own ideas about the text.
• Computer software and internet programs can help develop reading comprehension by providing visual and auditory cues to help students decode text and encourage the use of comprehension strategies like summarization.
• A multicultural curriculum helps students: understand events from a variety of perspectives, understand their own and other cultures, promotes racial and ethnic harmony and fights racism and discrimination, and improves students’ abilities to contribute to an accepting society. Multicultural curriculum should cover all content areas, for example studying plants from many different parts of the world.
• Some approaches to teaching a multicultural curriculum are:
o Contributions and additive approach – discuss various important people, events, and issues related to different cultures. This doesn’t inform students about the social and political experiences of people of various cultures.
o Transformation – Students are encouraged to think critically about cultural perspectives and how individuals from different backgrounds are affected differently by the same issues.
o Social action – encourages students to recognize social problems and actively try to discover solutions that are fair.
o Parallel lessons – Covers material about the mainstream culture and other cultures in related content areas.
• When teaching students from diverse backgrounds: focus on verbal interactions, encourage students to talk often, encourage students to think critically, use small groups and cooperative learning, keep the energy level high, and focus on real-world tasks that can affect the community in a positive way.
• With ESL students use Total Physical Response to model repeated practice and emphasize movement. Sheltered English introduces content related vocabulary through the use of cues, gestures, manipulatives, or technology. Teach new words in context so students can relate them to their lives or school work.
Resources
• Electronic library that allows students to listen to or create audio books.
• Integrates information on the internet into instructional activities.
• Helps English Language Learners with reading, listening, speaking, and vocabulary.
No comments:
Post a Comment