Meeting the needs of diverse learners is something most teachers strive to accomplish. The task has many facets and is constantly changing due to the demographics changing within our country. This post will provide a variety of ways teachers can be mindful of meeting every learner’s needs.
Translanguaging is the process of speakers moving from one language to another (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 55). Sometimes referred to as LOTEs (languages other than English), communication skills with language is not something people just have but something at the core of their self. Instructional strategies for students speaking diverse languages include but are not limited to including print from the students’ native language, asking school libraries to include books in as many languages other than English as possible, encouraging show and tell, helping the children write and publish books in their native language, and enlisting the help of aides. Other considerations can be using commercial or student-produced videos, finding support on the internet, and connecting with their families as best you can.
During instructional conversations, “teachers facilitate students’ prior knowledge and experience abotu a topic, build on the students’ backgrounds, engage in extensive discussion, and guide understanding” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 58). Using framing to encourage deeper than yes or no answers, teachers encourage personal and meaningful connections. Response protocol refers to a teacher asking the ELL student to elaborate on their one-word answers. A great tool is the use of wordless books, where the student can elaborate and make up their own stories from the pictures. This gives them a sense of control and power over their language, and fosters those meaningful connections through non-text situations.
There are 4 approaches to instructional strategies about cultural diversity in literacy classrooms (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 62). Contributions approach focuses on holidays and festivities that are a part of the culture, and could include food, dance, music, and art. Additive approach uses thematic units to study all aspects of the culture and peoples, and is integrated into the curriculum. Transformative approach is very social and encourages students to have conversations with each other about their cultures, sharing experiences and knowledge. Social action approach intentionally chooses projects that are culturally driven to expand both ELL and English-speaking students’ understandings.
Academic and cognitive diversity is defined by labels, definitions, and categories (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 67). There are several historically significant laws that have impacted teachers with regard to these learners. Public Law 94-142 includes several principles still enforced today, such as evaluation procedures must be non-discriminatory and every child is entitled to a free and appropriate education. The individuals with disabilities education act (IDEA), last reconstructed in 2004, have stipulations for how qualified teachers must be to meet the needs of such a variety of students. These regulations are vital to the success of all students, such as students with dyslexia. Dyslexia is a specific learning disability that refers to difficulty in the way a person processes language. Exceptional students include those who are gifted and talented as well. Inclusion means that students with special needs are included in the regular education classroom setting but receive the assistance of a special education staff member when necessary. Inclusion is positive for the student with learning differences because it exposes them to the same expectations as their peers. It is just as positive for the regular education peers because it exposes them to the many wonderful differences in the people around them.
To meet the needs of gifted students, teachers can apply curriculum compacting to help the pace of the curriculum meet the pace of the student’s mind (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 69). An alternate option is providing enrichment opportunities for the gifted student to complete. Differentiated instruction “is based on assessing students’ needs on a regular basis, implementing multiple approaches to learning, and blending whole class/small group/ individual instructional strategies” (p 69). Inquiry learning is most often applied to mathematics and science and is based on the constructivist approach to learning. Students and teachers work together to create questions they wish to see answered. The students then experiment, solve problems, and make discoveries with the guidance/supervision of the teacher. The use of internet and computer technology is a great benefit to this type of support in education.
Resources
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKoen. (2010). Reading and learning to read. (Tenth Edition). Pearson.
