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

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Inclusion

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

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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

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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

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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

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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

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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

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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

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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

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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

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Instructional Activities and Arrangements

• Large Group
• Small Group-most time here
• Individual
• Direct Teach (one on one)
• Direct Instruction-most time here
• Practice

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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

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Opportunities to Respond

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

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Active Student Responding

• Choral Responses
• Response Cards
• Guided Notes

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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

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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

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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.

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Error Correction

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

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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

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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

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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

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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?

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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

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Judicious Review

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

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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

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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

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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)

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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

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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

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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)

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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.

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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

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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.

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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

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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

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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