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Literacy Reform: Supporting Diverse Learners One Classroom at a Time Dr. Barbara Honchell - University of North Carolina Wilmington Dr. Sandy Jones - St. Andrews Presbyterian College. Background. Teachers need to have more understanding about various diverse populations of students to
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Literacy Reform: Supporting Diverse Learners One Classroom at a TimeDr. Barbara Honchell - University of North Carolina WilmingtonDr. Sandy Jones - St. Andrews Presbyterian College
Background Teachers need to have more understanding about various diverse populations of students to address discrepancies in student performance.
Diverse Learners are: • Those who do not learn like a “typical” child • Not from the mainstream or majority culture • Those whose home or native language or dialect is not that of the majority
Academic Descriptors of Diverse Learners • Linguistically diverse • Limited English proficient • English language learners • Exceptional children
Subgroups as defined by No Child Left Behind Legislation • Low SES • Gender • Race • Exceptionalities • ESL
The Definition is not as important as theresponsibility to teach ALL children
We cannot change the factors that create diversity, we can only teach to support learning.
DATA from US Census Report • Between 1970 and 1990 there were more newcomers to the US than in any other time in its history • Projections suggest this trend will continue until 2050 • The number of African American people living in the US has increased by 22% • The number of Hispanic people living in the US has increased by 58%
Children Come to School Regardless of …. • Gender • SES • Physical or Mental Disabilities
We are obligated to fulfill our commitment to teach all children
Teachers Need …. • Knowledge of child development • Knowledge of the literacy understandings of each child • Knowledge of instructional methods • Knowledge of literacy practices in students’ homes • The capacity and discretion to adapt instruction for each child
Leadership that offers high levels of support for both teachers and the school community
Classroom Literacy AssessmentActivity 1 Potential changes to support diverse learners
Demographics • K-5 School • 193 Children • Some White • Some Black • Some Hispanic • Some Economically and Educationally Disadvantaged • School-wide Title I
Journal Entry 1“I’m wondering how I can teach all of them when it seems they are all so different?” (Teacher)
Journal Entry 1 continued…. “I immediately saw the reason for concern as I observed 22 children.” (Principal)
Observation • 2 Identified for Exceptional Children • 3 Students Language Deficient • 2 Who received speech services • 5 Who wanted help from the teacher • 1 Who couldn’t sit still • 4 Who finished working very quickly • Others who were “typical”
Three Ideas for Change: A clearly defined block of uninterrupted literacy instruction
Small Group Instruction For Particular Purposes
Individual Conferences To Monitor Progress
New Focus New Plan
Focus of discussion • Power of Assessment • Push In vs. Pull Out • Professional Learning • Differentiated Materials • Early Intervention
A Vision for Literacy Instruction for all Children Research Assessment Data
The Word Spreads Colleagues Visit
Collaborative Planning Sharing Ideas
Essential Considerations • School communities responsive to academic diversity will not happen at random, by default or haphazardly (Tomlinson, 1999) • Focusing on academic diversity is both demanding and complex
Even with thoughtful planning, change: • Disrupts a sense of comfort • Disturbs routines • Requires work
Responsive Leadership Helps Others Work through the Passages of Change
Classroom Literacy Assessment Support needed to implement changes effectively
Change Promotes • Problem Solving • Creativity • Development of New Practices • Professional Growth
Academic Diversity: The Focus for Every Aspect of School Life
As each learner enters school, there must be caring teachers and leaders to embrace their diversity, meet their needs, and work together for an enriched school community. ( Honchell & Jones, 2008)
Resources Honchell, B. , & Schulz, M. (Eds.). (2007). Literacy for diverse learners: Finding common ground in today’s classrooms. Norwood, MA: Christopher-Gordon. Honchell, B, & Jones, S,. (2008). Compelling reasons for school change. Pennsylvania Reads, Vlll(ll), 14-21. Note: All photos are clipart