EDOL 562 Technology/Diversity Project

1. EDOL 562
Amanda White
University of the Cumberlands

2. Problem/Diverse
Learners Addressed
 Who: Exceptional learners in my
classroom who have characteristics of
struggling with auditory processing,
focus, and organization
 Why: Twenty-one percent of the
students in my classroom have a
difficult time following verbal
instructions and completing small tasks

3. Research Based Strategies
I have read numerous articles online about students who
struggle with auditory processing, focus, and
organizational skills. All of the articles encourage teachers
to use visual aids, outlines, secluded work areas, and set
student goals to assist the diverse learners.
 “Outlining the routine for the day and providing visual and tangible signs
of the behavior expected will assist off task students.” (Martin, p. 142)
 “Distractible students benefit from a quiet place in the classroom where
they can go when they have more difficult assignments to complete. A desk
or study carrel in the corner of the room can serve as an appropriate
workspace. When introducing these workspaces to students, stress that the
quiet locations are intended to help students to concentrate.” (U.S.
Department of Education, 2004).

4.  “Give students a checklist for common instructional
routines.” (Olinghouse, p. 17).
 “Teach students to monitor their behavior. Teach self-
regulation strategies .” (Olinghouse , p. 16).
 “Provide time each week for students to organize desk
and materials.” (Olinghouse p. 18).

5. Strategies
Parental Support:
 Parent-Student-Teacher conference:
Discussed plan with parent and student and
created goals

6. Visual Aids:
 Laminated checklists and dry-erase markers
on desk: Students check off items on list as
they complete a task

7. Using Timers to keep
students on task

8.  Picture diagram of how their desk
should be organized attached to the top
of desk for a constant reminder

9. •Before implemented
strategy to encourage
organization
•Students were
unable to stay on
task and follow
directions due to
being unorganized

10. Dividers/independent work
areas used to eliminate
distractions

11. Introducing Students to
Checklists and Organized Desk
Diagram

12. Resource Teacher/Collaboration:
 Spends 30 minutes in classroom 3 days a
week
 During this time she oversees these
students’ work, helps with organizational
skills, and assists them in completing tasks
during Reading and Math
 Assists with testing

13. Resource Teacher assisting diverse
learner using checklist before
turning in assignment

14. Outcomes
 Organization: I have noticed improvements in all diverse learners’
organizational skills since implementing the picture diagram. I
believe that this diagram helps to remind students to keep their
desk organized. It has also been helpful that I assigned a
specific time each afternoon to organize their desks. The
resource teacher’s assistance with implementing this strategy
has also been very helpful. The students have benefited from
having more individualized attention and support.

15. Outcomes
Focusing
Checklists: Using the checklists have helped the
students a tremendous amount! When the students
come in each morning, they immediately look at their
lists and begin working. They really enjoy using the
dry erase markers and checking off the items on their
list when they complete a task. The checklist on their
desk that they use before turning in assignments has
greatly improved their quality of work and eliminated
many small errors that were being made prior to
implementing the strategy.

16. Outcomes
Focusing
Dividers/Independent work area: This strategy
has really assisted the students in staying on-task
and focused during assignments. The students
may choose when they would like to utilize this
strategy, which creates a great opportunity for
students to practice self regulation.

17. Next Steps:
 I will present this PowerPoint presentation at the next
“Teacher Levels Meeting”. The audience will be teachers
from grades 3,4, and 5 as well as the principal, Spanish
teacher, and Computer teacher. I will share the success of
the strategy with my colleagues and encourage them to
implement these strategies in their classroom to assist
students who struggle staying organized and focused.
 I will share student progress at the next Parent-Teacher-
Student conference. Together we will measure the
progress of the previous goal and create a new goal for the
remainder of the year if necessary.
 I will continue using visual aids and hands on tools to assist
the diverse learners in my classroom.

18. References
 Martin, L. (2009). Strategies for teaching students with learning
disabilities. Thousand Oaks, Calif.: Corwin Press.
 Olinghouse, N. (2008). Designing Lessons for Diverse Learners. 16, 17,
18-16, 17, 18. Retrieved February 3, 2015, from
http://education.msu.edu/te/secondary/pdf/Designing-Lessons-for-
Diverse-Learners.pdf
 U.S. Department of Education (2004). Teaching children with attention
deficit hyperactivity disorder: Instructional strategies and practices.
Retrieved Jan. 28, 2015,
from http://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-
pt2.doc