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Attention to diversity

Attention to diversity. Mixed-ability classes. LOE and the educational needs. LOE considers three types of specific educational support needs: Students with special educational needs High ability students Late entries into the education system. Measures to undertake diversity.

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Attention to diversity

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  1. Attention to diversity Mixed-ability classes

  2. LOE and the educational needs • LOE considers three types of specific educational support needs: • Students with special educational needs • High ability students • Late entries into the education system

  3. Measures to undertake diversity • Grouping and • Curricular measures

  4. What does diversity imply?Secondary Education • 1. Comprensividad –Diversificación en la LOE • 2. Multiple Intelligences • 3. Learning styles • 3.1 Learning styles, strategies and skills

  5. “gifted learners,” “high-end learners,” “academically talented learners,” or “advanced learners” • key principles • Continually raise the ceilings of expectations so that advanced learners are competing with their own possibilities rather than with a norm. • Make clear what would constitute excellence for the advanced learner so she knows, at least in large measure, what to aim for in her work. • As you raise ceilings of expectation, raise the support system available to the student to reach his goals. When tasks are appropriately challenging, you'll find high-end learners need your support and scaffolding to achieve genuine success, just as other learners do. • Be sure to balance rigor and joy in learning. It's difficult to imagine a talented learner persisting when there is little pleasure in what the learner once thought was fascinating. It's also difficult to imagine growth toward expertise when there is all joy and no rigor.

  6. Struggling learners • Important principles • Be clear on what students must know, understand, and be able to do in order to grow in their grasp of a subject. Teacher fog will only obscure an already difficult view for struggling students. • Set important goals of understanding and use of ideas for struggling students, then figure out how to build scaffolding leading to student success in those goals. Don't dilute the goals. • Work for learning-in-context. In other words, help the student see how ideas and skills are part of their own families and neighborhoods and futures. Helping students connect their lives with ideas and skills presupposes that, as teachers, we understand the students' neighborhoods, cultures, and families and what connections are possible. • Plan teaching and learning through many modalities. If a student has heard about an idea, sung about it, built a representation of it, and read about it, success is far more likely than if one avenue to learning predominates. • Continually find ways to let the student know that you believe in him or her —and reinforce legitimate success whenever it happens. If I believe in you, I'll find a way to ensure that you succeed, and will be sure to point out that success to you whenever it is genuine and earned.

  7. Curricular measures to cope with diversity • 4.1 La Programación • 4.2 La metodología • 4.3 La evaluación • 4.4 Las actividades • 4.5 Las estrategias de aprendizaje

  8. Ordinary measures • progressive adaptation of the official curriculum • reinforcement and support activities

  9. Extraordinary measures • repeating a cycle or school year, • significant curricular adaptations: modification of content, objectives and assessment criteria • support measures for pupils with special educational needs, • curricular diversification and, as a last resort, • Social Guarantee Programmes.

  10. Serious developmental disorders • pupils who are hospitalised: school support units in hospital • itinerant school support units for those staying at home

  11. Special disabilities • visual disabilities • auditory disabilities • motor problems • serious development disorders

  12. Junta de Andalucia classificationSee bibliography on the platform • Discapacidad intelectualAltas capacidades intelectualesTrastornos generales del desarrolloTrastornos graves de conductaSíndrome de DownNecesidades específicas de apoyo educativoLimitaciones en la movilidadEnfermedades raras y crónicasDiscapacidad visual y sordocegueraDiscapacidad auditiva • (Check “atencion educativa” chapter for more information

  13. Special cases in the LOE • Late entries into the education system • High ability students

  14. Classroom answer to diversity • 4.6 Classroom management • 4.7 Managing learning activities • 4.8 Motivation • 4.9 Classroom atmosphere • 4.10 Learners • 4.11 Lesson

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