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Accommodating Student Differences

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Nicole Stahmann

on 13 May 2014

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Transcript of Accommodating Student Differences

Accommodating Student Differences
Aislyn Keyes
Arnold Buckley
Lydia Harbach
Nicole Stahmann
Speech and Language Disorders:
Create a secure, safe, positive learning environment

Teach students to monitor own speech
Speech and Language Disorders:
Relax your own speech- don't allow it to become frenzied

COMMUNICATE with parents, professionals, and student!!!
In the classroom teachers should:

help students understand and accept their giftedness
employ differentiated instruction
infuse multicultural content into curriculum
offer instruction with learning stategies
help students develop learning goals
allow collaboration
Inappropriate when working with
G/T Students:

Instruct them to do something they already know how to do
Ask them to do something more or quicker
Have them work ahead by themselves
Assume they are a tutor
Cognitive Disabilities: Everyone's got an opinion!
Understanding ADD/ADHD
HIGHLY prevalent
Delayed brain maturation pattern
Generalized Characteristics
1 in 88
10 Super Strategies
1) You already know what I'm going to say.
2) Routine (yes, again!)
3) Find their "thing".
4) Make goals.
5) Teach social/life skills.
6) Eliminate distracting stimuli.
7) Work with other staff and parents.
8) Have a crisis management plan.
9) Create "cool down" space if necessary.
10) Expectations: high and clear

ABLEISM: Food for Thought
Accommodating Students with Cultural Differences
Our job as teachers is to be culturally responsive

We are culturally responsive when we adjust how we teach to the needs and experiences of our students

Align with research on effective instructional

Being Culturally Responsive
Culturally Responsive
Cultural Competence
Effective Practices
Cultural Competence
Is the ability to work effectively across cultures in a way that acknowledges and respects the culture of the person or organization being served.

Becoming culturally competent is developmental

There are five levels of cultural competence in the classroom:
Culture Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-Competence
Cultural Competence

Stage 1
Cultural Destructiveness
Individual or groups refuse to acknowledge the presence or importance of cultural differences in the teaching/learning process

Any perceived or real differences from the dominant mainstream culture are punished or suppressed

Cultural Incapacity
Cultural differences are neither punished nor supported

The individual or organization chooses to ignore differences

There is no attention, time, teaching, or resources devoted to understanding and supporting cultural differences

Cultural Blindness
Individual or organization actively proffers the idea that cultural differences are inconsequential and of no importance

Cultural differences may be noted, but being color blind (and culture blind) is the desired state.

No resources, attention, or time are devoted to understanding cultural differences

Cultural Pre-Competence
Teachers, learners, and organizations recognize and respond to cultural differences and attempt to redress non-liberating structures, teaching practices, and inequities

Cultural Competence
Organizations and individuals learn to value cultural differences and attempt to find ways to celebrate, encourage, and respond to differences within and among themselves

Teachers and students explore issues or equity, cultural history and knowledge, social justice, and privilege and power relations in our society

Effective Practices
Build connections between academic learning and student's background

Have high expectations

Have activities for higher order thinking

Cooperative and collaborative learning activities
Call and Response
Call-and-response is a type of interaction between speaker and listener(s) in which the statements ("calls") are emphasized by
expressions ("responses") from the listener(s)

Responses can be
solicited or spontaneous
Cooperative Learning
CL is a learner-centered instruction process in which small intentionally selected teams work together on a well-defined learning task for the primary purpose of increasing mastery of course content
CL Requirements
1. Clear set specific student learning outcome objectives

2. Clear and complete set of task-completion directions or instructions

3. Heterogeneous groups

4. Equal opportunity for success
Differentiated Instruction
Differentiated instruction is a teaching
approach in which teachers adapt their
instruction to student differences.

Teachers modify their instruction to meet
individual student’s readiness levels,
preferences, and interests.
Essentials of Differentiation
Content: What the student needs to learn.

Process: Activities in which the student
engages to make sense of or master the

Products: The culminating projects that ask
students to apply and extend what they have

Learning Environment: The way the classroom
works and feels.
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