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Strategies for Meeting the Needs of All Learners in Your Classroom

Dr. Laura McLaughlin Taddei. Strategies for Meeting the Needs of All Learners in Your Classroom. What is your learning style?. Share with someone next to you the way you learn best. Video on learning styles - Learning Style - Which one are you?

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Strategies for Meeting the Needs of All Learners in Your Classroom

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  1. Dr. Laura McLaughlin Taddei Strategies for Meeting the Needs of All Learners in Your Classroom

  2. What is your learning style? • Share with someone next to you the way you learn best. • Video on learning styles - Learning Style - Which one are you? • For this activity, you will need three pieces of blank paper and a pen or pencil • Discuss with a partner your learning style

  3. What is Differentiated Learning? • The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms. • Excerpt from http://caroltomlinson.com/

  4. Differentiating Instruction in the Preschool Classroom • Handout - Purcell, T. Differentiating Instruction in the preschool classroom. http://www.stcloudstate.edu/tpi/teachersupport/documents/DifferentiatingInstruction-EarlyChildhood.pdf • Small group activity – What do teachers need to know? What are some practical suggestions for differentiating instruction? Other comments or ideas…

  5. What are some tools you can use when differentiating instruction? • Please take five minutes with one or two people next to you and write down the tools you would use. • Discuss the tools in the whole group • What will these tools help you to do?

  6. Essential Features of DAP Early Learning Standards • http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf • Emphasize DAP content and outcomes • Developed and Reviewed through inclusive practices • Implementation and assessment practices that support children through ethical, appropriate ways • Support for early childhood professionals and families

  7. Using a Range of Teaching Approaches • Child initiated learning – examples – children choose the activity and the action • Direct teaching – not all play experiences lead to meaningful learning (Dodge, D, Colker, L. & Heromen, C., 2002) Examples? • Importance of implementing large and small group activities • Interacting with children to promote learning – open-ended questions; scaffolding; observation and assessment; modeling

  8. Adapting Instruction to Include All Children • Small group activity – each group will come up with ways to differentiate instruction to meet the needs of either: • A child who is gifted • A child who is struggling with learning • A child whose first language is not English Use your standards - http://www.pakeys.org/uploadedContent/Docs/PD/Standards/PreK%202010%20No%20Color.pdf

  9. Teaching Children who are Gifted • Stock interest areas with interesting and challenging materials • Follow the child’s interests • Teach to the child’s strengths • Have realistic expectations • Always remember people first – gifted children are children first • (Dodge, D., Colker, L. & Heromen, C., 2002, p. 179-180)

  10. Teaching a child who may need more support in learning • Find out as much as you can about the child through parents and also observations • Use clear visual cues • Use transition cues • Use peer buddies • Encourage active participation • Use visual and tactile props • Assess and document and also identify supports that may help the child

  11. Teaching a child whose first language is not English • Learn some word’s in child’s language • Use concrete objects and gestures • Use objects and hands-on experiences • Offer encouragement • Use pictures and gestures • Establish a classroom community • Create a language-rich environment • Involve families as much as possible • (Dodge, D., Colker, L. & Heromen, C., 2002, p. 179-180)

  12. Building Family Support • Parents are first and most important teachers to their child • Exchange information about child development and their child’s specific needs • What are some questions you might want to ask a parent? • Strong relationships are built through informal relationships

  13. References • Purcell, T. Differentiating Instruction in the preschool classroom. http://www.stcloudstate.edu/tpi/teachersupport/documents/DifferentiatingInstruction-EarlyChildhood.pdf • Vail, P. Understanding learning styles. http://www.scholastic.com/resources/article/understanding-learning-styles/

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