Instruction to Meet the Needs of Diverse Learners

1. Instruction to Meet the Needs of Diverse Learners Effective Teaching Practices to Insure Student Success

2. Inclusion • Legally Required: LRE • Access to General Curriculum • Access to Peers • Better Curriculum • Higher Expectations

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Instructional Activities and Arrangements • Large Group • Small Group-most time here • Individual • Direct Teach (one on one) • Direct Instruction-most time here • Practice

12. 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

13. Opportunities to Respond New Learning 4-6 opportunities per minute with 80% correct Review 8-12 opportunities per minute with 90% correct

14. Active Student Responding • Choral Responses • Response Cards • Guided Notes

15. 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

16. 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

17. 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.

18. Error Correction • Be explicit • Be immediate • Lead to independence (refer to rule or strategy during correction)

19. 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

20. 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

21. 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

22. 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?

23. 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

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

25. 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

26. 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

27. 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)

28. Vocabulary Strategy-LINCS • List the word and definition • Indicate a reminding word (looks like-sounds like) • Note a LINCing story • Construct a LINCing picture • Self-Test

29. 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:

30. 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)

31. 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.

32. 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

33. 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.

34. 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

35. 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

36. 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