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Lesson Planning and Diverse Learners
Transcript of Lesson Planning and Diverse Learners
Creating a supportive and caring environment.
Offering a responsive curriculum
Providing assistance when neeed. Creating a supportive and caring environment helps students have a positive attitude about the classroom.
Ways to do this are: "celebrating diversity, having high expectations for students and believing that all students can succeed, encourgage all students, respond to students enthusiastically and show students that you care about them" (Burden, P.R., & Byrd, D.M., 2010) . Offer a responsive curriculm because students feel important when the curriculum is fair and relevant. Ways to accomplish this are: "Use a fair and relevant curriculum and consider differentiating curriculum material" (Burden, P.R., & Byrd, D.M., 2010). Vary instruction to meet the needs of diverse larners. In order to do this a variety of instructional approaches is needed. Do this by:
"Grouping students for instruction, challenge students thinking and abilities, consider differentiated assignments, and consider individualized study" (Burden, P.R., & Byrd, D.M., 2010). Provide assistance when needed because many students can benefit from special assistance. This can be done by: "Providing special individualized assistance to all students and working with students with special needs"(Burden, P.R., & Byrd, D.M., 2010). How can this be done? Let me show you Let's take a simple lesson plan about maps and change it up so that it affects all learners. A lesson plan teaching a kindergarten class about maps and directions take place. Lesson Title: On the Way to Grandma's House.
Materials: Little Red Riding Hood Book, Large Little Red Riding Hood Cut Outs, Small Little Red Riding Hood Cut Outs, Large and Small Arrows. Procedure:
Read the story Little Red Riding Hood to the students.
After reading the story pass out the large Little Red Riding Hood Cutouts to some of the students so that can participate in telling the story.
Tell the students that as they help retell the story, they will be making a map that shows the path that Little Red Riding Hood takes to Grandma's house. Explain to the students that the cutouts represent real things. It would not work to bring real trees into the classroom to show the forest. So we are using symbols. Maps are symbols of real things and places.
As you and the students retell the story, have the students come up and place the cutouts in the appropriate spot. Each time Little Red Riding Hood changes directions use an appropriate directional arrow to indicate change. Talk about how she is going left, right, up, or down.
When you are finished retelling the story as a class, give each student a copy of the small Little Red Riding Hood cutouts and arrows. Make sure they understand that for the arrows to be going the correct way, the writing has to be going in the correct direction. Give each student a copy of the small cutouts, the small arrows, and a piece of paper in which to make their own map. Have the students recreate their own map of Little Red Riding Hood's path.
Reinforce the idea that the students have just made a map and that map represents the real path that Little Red Riding Hood took on her way to Grandma's House. Objective: Students will understand and use basic concepts and skills as well as commuicate clearly in oral, artistic, written, and nonverbal form. There are many ways to differentiate the lesson for diverse learners, here are three ways:
Instead of reading a book to the class, play the movie of Little Red Riding Hood or play an audio book to the class.
Rather than having the students come up physically and place cutouts in the appropriate spot as you retell the story, have the class as a whole verbally tell the teacher if Little Red Riding Hood is going left, right, up or down.
Instead of having the students individually make their own map, put them in groups of two or three to create a map. These changes can both benefit students as well as challenge them. Playing the movie or an audio book will benefit those students who learn better with visuals but could challenge those who need to "see" what they are trying to comprehend. Having students verbally tell the teacher directions could challenge those students who have a hard time verbally communicating with others. Placing students in groups will be benefical to those who work better in groups but challenge those who do better working on their own. References
Burden, P.R., & Byrd, D.M. (2010). Methods for effective teaching:
Meeting the needs of all students (5th ed.). Boston, MA:
Pearson/Allyn & Bacon. Although not all students work well in groups, grouping for instruction can be successful if done properly. "Grouping makes differentiation of instruction more efficient and practical" (Burden, P.R., & Byrd, D.M., 2010).
Planning how to group is important and these factors should always be followed: "Make liberal use of activities that mix group members frequently, Adjust the pace and level of work for each group, Avoid having high expectations that are too low for low groups, Provide opportunites for gifted students to work with peers on their own level, Group with care, giving attention to culture and gender, Structure the experience and supervise the students actions, and Prepare students with the necessary skills for being effective group members" (Burden, P.R., & Byrd, D.M., 2010). Finding ways to vary instruction are good ways to differentiate instruction. Grouping is an example of this method. Keeping in mind that not every student learns the same will help teachers to explore more options when preparing lessons that can accomodate all types of learners. Knowing how to do this is important and takes practice but when done properly, everyone wins.