Student Learning in Diverse Classrooms

1. Student Learning in Diverse Classrooms Chapter 2 C&I 216 Dr. Harland

2. What are all the different ways a classroom can be diverse?

3. For Your Assigned Category Determine… • Challenges students in this group face in the classroom. 2. Specific ways a classroom can be organized to accommodate this group…how this group can be challenged in the classroom.

4. Exceptionalities • Mainstreaming: • Moving students with mild disabilities into the regular classroom • Inclusion • Moving all students with disabilities into the regular classroom • Least restrictive environment: • Students with special needs should be in the classroom as much as possible

5. Exceptionalities: the IEP PL 94-142 Requires an IEP Group of Educators; along with the family (& child) develop a plan for the student. Special Education teacher writes the plan Meetings are held in the spring…busy time You may be asked to sit in on meetings if you have a large number of students with IEPs.

6. Universal Design for Learning: UDL A method of classroom planning that reaches ALL students regardless of exceptionality or diversity. • Offers flexible, equitable, and accessible learning • Ways to implement UDL: • Use several methods of presentation

7. Implementing UDL in the classroom • Use several methods of presentation • Examples: Lectures, digitized text, activity-based exploration, demonstration • Find different ways for students to practice (demonstrate their learning) • Examples: written, oral, slide show, video, • drawing, music

8. Implementing UDL in the classroom • 3) Give students options on what they learn • Allow students to pick a subtopic within the topic to study in more depth Note: UDL benefits ALL classrooms where multiple abilities are present. Therefore it benefits ALL students…not just students with exceptionalities.

9. Multiple Intelligences In The Classroom “Its not how smart you are. Its how you are smarth” ~Howard Gardner Frames of Mind (1983)

10. What is Multiple Intelligence? • Developed by Howard Gardner in 1983 • Basis of theory: • There are 7 different ways people perceive and understand the world • “Intelligences” are active in different parts of the brain • They can work both together and separately • Everyone has ALL the intelligences • Goal should be to increase in all areas • Not initially intended for education (for philosophy)

11. As a Teacher, why should I care about Multiple Intelligences? • Acknowledge which MI’s are your strengths & weaknesses • Students who are similar to you will naturally enjoy your teaching style and therefore your class • Consider it your “job” to reach students who won’t naturally be drawn to your content area & learning style. • Allow students to choose how they’re assessed (see Dr. H’s MI project document)

12. Multiple Intelligence Inventories • Good survey to print off for your students: • http://surfaquarium.com/MI/inventory.htm • http://www.ldrc.ca/projects/miinventory/mitest.html • Good online versions for yourself • http://www.literacyworks.org/mi/assessment/findyourstrengths.html • http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm • MI WebQuest • http://www.lth3.k12.il.us/rhampton/mi/mi.html

13. So What Are The Different Intelligences? • Bodily-Kinesthetic • Logical-Mathematical • Verbal-Linguist • Visual-Spatial • Interpersonal • Intrapersonal • Musical-Rhythmic • Naturalist • Existential

14. Bodily-Kinesthetic • “Body Smart” • Able to control body movements & skillfully handle objects • Good balance, eye-hand coordination, etc. • Remember and process information by interacting with the space around them • In the classroom: • Role play, build/create things, physical review games, hands on projects, manipulatives, associate vocab with movements, flashcards

15. Logical-Mathematical • “Number/Reasoning Smart” • Able to think conceptually and abstractly; able to use reason • Good at seeing patterns & categorizing • Asks questions and likes experimentation • In the classroom: • Manipulatives, puzzles, ideas to think about and explore, problem- solving

16. Verbal-Linguistic • “Word Smart” • Able to use words and language, sensitive to sounds and word meanings • Think in words more than pictures • Good auditory and speaking skills • In the classroom • Discussions, writing ideas, debate, storytelling, journaling, T-P-S, word games, flashcards

17. Visual-Spatial • “Picture Smart” • Able to visualize accurately and abstractly • Think in pictures more than words • Retain information through vivid mental images • In the classroom: • Manipulatives, using pictures/photos/graphs/ cartoons/videos, advanced organizers (graphic), associating vocab with pictures, flashcards

18. Interpersonal • “People Smart” • Able to relate to others & understand them well • Very empathetic • Usually leaders of groups and peace keepers through verbal and non-verbal communication • In the classroom: • T-P-S, be leaders in groups, mentor/tutor, review games that encourage teamwork, flashcards (to study w/ friend)

19. Intrapersonal • “Self Smart” • Able to reflect within themselves • Very self-aware • Understand their feelings, behaviors, strength, weaknesses, etc. • In the classroom: • T-P-S, journaling, self-paced projects, planning/ organizing group activities, goal setting, manipulatives, reflection, flashcards

20. Musical-Rhythmic • “Music Smart” • Able to produce and appreciate music • Think in sounds, rhythms, and patterns • Usually very sensitive to environmental sounds • In the classroom: • associate vocab with a rhythm/ music, design chants for class, music playing

21. Naturalist • “Nature Smart” • Able to recognize and categorize things in nature • Categorizing similar traits • In the classroom: • Apply content to outdoor activities, have class outside

22. Existential • “Deep-Question Smart” • Able to answer deep questions (i.e. the meaning of life, why are we here?) • In the classroom: • Will ask, “Why is this important?”, needs to understand the bigger picture, T-P-S, journaling, goal setting, reflection,