Chapter 10

by Ryan, Christine, & Will

Teaching Heterogeneous Classes

Assessing Entering Achievement

assessing note-taking skills

• Participation
• Procedures for Managing Student Work
• Seating Arrangement
• Assignments
• Peer Tutoring

small group instruction

location of group

materials

student movement

out-of-group procedures

*presents many classroom

management problems

Mastery of Learning

program that provides students the opportunity to repeat assignments & tests until they reach a mastery level. After mastering an 'objective' they can receive full credit for that component

Teaching Remedial Classes

• Grouped because of academic record, standardized test scores, or teacher recommendations.

• Creates different sections of one subject (high, average, and low)

Learner Characteristics

• usually two or more grades below the average students in their grade

• some students do not see the connection between classwork or homework and the grade they receive

- are poor readers

- have trouble taking notes

Two imporant things to remember:

Managing Student Work

Students with Special Needs

Goals include securing student's

self-esteem, academic achievement,

and social skills (ultimately

happiness and independence)

Description

Inclusion

Collaboration between teachers to

create student's curriculum based on

his/her Individualized Education Plan

Students with Emtotional and/or

Behavioral Problems

Resources

Students with Serious Social Deficits

Prompts:

Intern, Miss Brandt has never had to deal with

such different achievement levels in a high school

level Spanish 1 class. She feels frustrated in her

efforts to change what has already been established

by her mentor teacher, and provide instruction at

appropriate levels when some students are failing

severely and some are naturally bright/studious.

The brightest students finish seatwork ahead of the

rest of class, while the slowest students seldom complete

an assignment successfully.

So far Miss Brandt has tried 2 things: she has created a

small group instruction environment, splitting the class into

2 halves and teaching both a different lesson. She also has

encouraged activities with peer-led tutoring, allowing the

brightest students to be leaders. Both have seemed to help,

but it has also created some additional management

problems. What else might Miss Brandt do?

Managing Special Groups

Monitoring Behavior

• must be aware of what is happening in your room

• deal with inappropriate behavior promptly and unobtrusively

• higher absence and tardiness rate

• lower assignment completion rate, especially homework

• important to refocus the students' attention on lesson

• avoids creating peer pressure to show off

• some students are discouraged because of failure in school in the past

• be consistent, be fair

• some students:

- have poor study skills

- find it hard to pay attention

• participation points

• daily and weekly grades

• call on students at once or twice every class

Planning and Presenting Instruction

• promotes involvement

• short activity segments

• teacher is better able to observe and give feedback

• too much can cause confusion

• clear instructions

• use concrete examples

• the class is not homogeneous

• build the teaching of study skills into the lesson

• present to build the recognition of main and supporting ideas

• the class needs management system that addresses the needs of the different students

• include activities that build vocabulary and improve memorization

Aim is to allow students in special education to

participate fully in general education classes

Regular team meetings are crucial

to the student's academic success

Behavioral Management Plan/

Behavior Intervention Plan

Student's degree of emotionality

Adults who know the student

Content Mastery Classroom

Student's ability to regulate behavior

in response to these emotions

Students with Emotional and/or Behavioral Problems

Physical, cognitive, or other challenge

which would impede student's performance

in the classroom

Students with Serious Social Deficits or ASD

By law, education offered in the

least restrictive environment

Consider the variety of

classifications and characteristics

Students with ADHD

Deaf or Hard of Hearing

Blind or Visually Impaired

Autism Spectrum Disorder

Clear instructions, in language,

in voice, and in step-by-step

Students Living in Extreme Poverty

Attention Deficit Hyperactivity Disorder

Students with Limited English Proficiency

Students Who Are Deaf or Hard-of-Hearing

Maintain predictable routine

and plan for unforeseen interruptions

Students Who Are Blind or Visually Impaired

Do not respond to negative behaviors,

and encourage positive behaviors and

natural talents and useful interests

Visual aids or multiple formats

for instructions and/or transitions

Students Living in Extreme Poverty

Adaptive devices

Students with Limited English Proficiency

knowing student backgrounds & interests

alternative to individual seatwork after the

teacher has provided whole-class instruction

Modifying Whole-Group Instruction

Cooperative Work Groups