This document discusses strategies for meeting the needs of diverse learners in the classroom. It addresses linguistic, cultural, and cognitive diversity. Some key points include: building relationships with students; using primary language support, sheltered instruction, and instructional conversations; understanding the differences between basic interpersonal communication skills and cognitive academic language proficiency; promoting inclusion and considering students' least restrictive environments; and using assessments to inform instructional practices. The overall message is the importance of utilizing a variety of instructional strategies and beliefs to effectively educate students with diverse needs and backgrounds.

1. Meeting the Needs of Diverse Learners
EDUG 543
Professor: John Wick

2. LINGUISTIC DIVERSITY
Wide range of cultures within
your classroom
Build Relationships
Factors that contribute to diverse
classrooms:
Linguistic Diversity
Cultural Diversity
Cognitive & Academic
Diversity
Photo By hepingting (CB106492) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons

3. INSTRUCTIONAL BELIEFS
American Standard English
NCLB w/ CCSS More difficult for ELLs
Learning Language & Academic Language
Infer, Synthesize, Analyze, Criticize,
Compare/Contrast Complex Texts

4. INSTRUCTIONAL
PRINCIPLES
Language is cultural in nature
Second language acquisition principles
Environment makes students feel comfortable and accepted
Students in small groups ability for meaning-making & authentic
communication
Students provided time to listen and process w/o pressure to produce
written or speaking
Dialects - Do Californians have a dialect?

5. INSTRUCTIONAL
STRATEGIES
Primary Language important
Support by:
Environmental Print from first language
Books in non-English and English representing culture
Share artifacts, culture, stories
Publish/share stories in first language
Bilingual aides, students, parents, volunteers

6. INSTRUCTIONAL
STRATEGIES
Sheltered English Adaptations
Maximize non-verbal communication
Extra time, express through drawing,
pointing, manipulating objects
Body actions with all senses
Simple language. Rephrase use actions
Adapt Materials: add pictures,
diagrams, graphic organizers
Photo by: Stellapark025 (Own work)
CC BY-SA 4.0 via Wikimedia Commons

7. INSTRUCTIONAL
STRATEGIES
Sheltered Instruction
Observation Protocol (SIOP)
Framework for instruction of
ELLs
Teacher Preparation
Teacher Instruction
Assessment
Photo by: Stellapark025 (Own work)
CC BY-SA 4.0 via Wikimedia Commons

8. INSTRUCTIONAL
STRATEGIES
Instructional Conversations
https://www.youtube.com/watch?v=LAj1a7-ku2Q&spfreload=10

9. INSTRUCTIONAL
STRATEGIES
Instructional Conversations
Facilitate students’ prior knowledge/experience
Engage in discussion
Guide understanding
React on a personal level to material
Minimize teacher talk

10. BICS & CALP
BICS: Basic Interpersonal Vocabulary Skills
CALP: Cognitive Academic Language Proficiency
https://www.youtube.com/watch?v=NoB4KEIsHTk&spfreload=10

11. CULTURAL DIVERSITY
Instructional Beliefs:
Contributions Approach
Additive Approach
Transformative Approach
Social Action Approach
Photo By woodleywonderworks “School Friends” is licensed under CC BY 2.0

12. INSTRUCTIONAL
STRATEGIES
Determine Cultural Expectations
Validating Each Students Experience
Foster Ethnic, National, & Global Identification

13. INSTRUCTIONAL
STRATEGIES
Collaborative Communities
Technology Enhanced Instruction
Choosing Quality Multicultural Literature

14. TAKE A BREAK
Be back in:
Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg

15. ACADEMIC & COGNITIVE
DIVERSITY
Instructional Beliefs:
Legislation
Public Law 94-142
Evaluations not discriminatory
All students entitled free
appropriate education
IEP designed for all students
with Disability
IDEA
Photo By wka “Drawing via wheelchair using a Wii Remote”
is licensed under CC BY 2.0

16. INSTRUCTIONAL
PRINCIPLES
Essential components of effective literacy program include
instruction in:
Phonemic Awareness
Phonics
Vocabulary
Comprehension
Fluency

17. INSTRUCTIONAL
PRINCIPLES
Phonemic Awareness vs. Phonics
https://www.youtube.com/watch?v=LyeFoJkbqOo

18. INSTRUCTIONAL
PRINCIPLES
Inclusion:
Inclusion is a philosophy that states all individuals,
regardless of ability, should participate within the same
environment with necessary support and individualized
attention. Inclusion is more than simply placing
individuals together, it’s a belief that all individuals
belong and are valued (Kasser & Lytle, 2005).
Kasser, S.L., & Lytle, R.K. (2005). Inclusive physical activity: A liftetime of
opportunities. Champaign, IL: Human Kinetics.

19. INSTRUCTIONAL
PRINCIPLES
IDEA & LRE
IDEA defines Least Restrictive Environment as "to the maximum
extent appropriate, children with disabilities, including children in
public or private institutions or other care facilities, are educated
with children who are not disabled, and special classes, separate
schooling, or other removal of children with with disabilities from
the regular educational environment occurs only when the nature
or severity of the disability of a child is such that education in
regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily" (Sec. 612 (a)[5]).
www.twu.edu/inspire/least-restrictive.asp

20. INSTRUCTIONAL
PRINCIPLES
IDEA & LRE
Every student with a disability should be given the
opportunity to start out in a general education classroom
and if that environment does not allow for success and a
more restrictive environment is deemed appropriate, then
that facilitators and educators must give good reason as to
why the LRE is not working and it should be a main topic
of discussion in the IEP meeting.
www.twu.edu/inspire/least-restrictive.asp

21. INSTRUCTIONAL
PRINCIPLES
IDEA & LRE
LRE supports the student’s right to be in the general
education classroom unless assessment data indicate
that prescribed goals cannot be met in that setting, with
support services. In regards to physical education a
student might be assigned to in either one of these
instructional setting from least restrictive to most
restrictive environment.
http://www.twu.edu/inspire/least-restrictive.asp

22. INSTRUCTIONAL
PRINCIPLES
Curriculum Compacting:
For gifted students curriculum compacting may be
used: the curriculum is compressed there are guidelines
established for accelerated instruction.
Literacy Coaches:
Provide long term professional development (PD) for
teachers that ultimately results in improved reading
achievement.

23. INSTRUCTIONAL
STRATEGIES
Inquiry Learning
Based on Constructivist Approach
Began in Science and Math classrooms
Learning is a “Meaning Making” process
Students experiment, solve problems
Authentic

24. INSTRUCTIONAL
STRATEGIES
Differentiated Instruction (DI)
Different learners have different needs
Proactively plan variety of ways to learn
Example: Whole class, individual, group, paired
instruction.

25. INSTRUCTIONAL
STRATEGIES
New Literacies/Multiliteracies
Fluid representations of knowledge beyond traditional
linear text
Visual
Artistic
technological
Required in CCSS

26. INSTRUCTIONAL
STRATEGIES
Response to Intervention (RTI)
Historically students from diverse cultures were
assumed to be struggling learners placed in special
programs
4 tier RTI model was developed to help avoid this
from happening

27. INSTRUCTIONAL
STRATEGIES
Response to Intervention (RTI)
https://www.youtube.com/watch?v=nkK1bT8ls0M&spfreload=10

28. TAKE A BREAK
Be back in:
Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg

29. OBSERVATIONS:
LITERACY RICH
ENVIRONMENTS
http://generalischool.com/images/1048.JPG

30. ASSESSMENTS
Grade Level Reading Passage System

32. SAN DIEGO QUICK
ASSESSMENT
https://www.youtube.com/watch?v=mH5hNLK7-cY

33. “HOLD ON TO INSTRUCTION, DO NOT LET IT
GO; GUARD IT WELL, FOR IT IS YOUR LIFE.”
PROVERBS 4:13
© 2017 John Wick