Ch. 11 Supporting Diverse Learners in Content Classrooms

     What a wealth of information for one chapter!  There were many acronyms to try to learn and to understand its meaning for Ch. 11.  This chapter addressed the needs of diverse learners.  Teachers must educate all students and meet their needs based on their ability levels, cultural backgrounds, learning styles, if they have special needs, and others.  It takes a community of content teachers, specialists, and parents to assist in meeting the needs of children.  Even if parents are not in the equation, teachers must do his/her best to bring out the best in the learner. 

     Differentiated instruction (DI) means to diversify instruction, learning styles, and interests of all learners in the classroom.  It is important that the teacher varies the learning content, contexts, and assessment to meet individual needs.  In the classroom, teachers may encounter different types of students.  At risk students are students who are in danger of dropping out of school because of low academic achievement.  They are often described as, “hard to reach” and “hard to teach”.  Teachers must be positive, caring, and patient when dealing with at risk students; however, some students are resilient despite hardships and do well and are successful in school. 

     English as a Second Language (ESL) students do well if they maintain their first language and culture and integrating when it’s best (acculturating).  It helps ESL students learn the language more effectively by it being done unconsciously not focusing on direct learning.  Communication should be natural.   The teacher should work closely with the ESL teacher to meet the goals of the students.

     There are strategies to help struggling readers to become successful.

ReQuest:  The teacher assigns a paragraph or two for the students as well as the teacher to read.  The teacher will close the book while the students are given a chance to ask questions to the teacher about what was read.  The students will close the book and the teacher will ask the students questions about the paragraph.

Mystery Clue Game:  This game is useful for oral language development and it helps to understand sequential listing organizational patterns. (See Ch. 4)

Analogies:  Having students relate text information into something they know helps to build comprehension.

Most Challenging Cases:

Language Experience Approach:  In extreme cases of struggling readers, students dictate their thoughts about a specific topic to the teacher.    The student will then copy the words they said to the teacher and later they are encouraged to write. 

Embedded Questions:  Students will read a passage and the teacher will insert questions in the passage that encourages the students to think while reading.  This helps to keep their attention while reading.

Interactive Notebooks:  This has a similar concept to the double-entry journal.  On the left side of the notebook, students will have the “output” which will include charts, graphs, webs, tables, illustrations, poems, cartoon, and others.  The right side, “input” will include notes taken form the lecture, textbook, videos, or class discussions.

What are cultural or economic problems that impact students that makes it difficult for them to learn or be part of school?  Students may not have the support at home and come from homes with a lot of baggage.  Some students may also have self-esteem issues.

What do you think students need from teachers? from school?

Getting in touch with students (affective domain).  Teachers also have to be role models that consistently encourage students.  Students have to trust you and they will open up to you.  Teachers should also have a classroom that keeps them engaged instead of having just a lecture.