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![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](https://image.slidesharecdn.com/edug543session2wick-170127201945/85/Edug-543-session-2-Dr-Wick-spring-2017-2-320.jpg)
![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](https://image.slidesharecdn.com/edug543session2wick-170127201945/85/Edug-543-session-2-Dr-Wick-spring-2017-19-320.jpg)
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Edug 543 session 2 Dr. Wick spring 2017
- 1. Meeting the Needsof Diverse Learners EDUG 543 Professor: John Wick
- 2. LINGUISTIC DIVERSITY Wide rangeof 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 StandardEnglish NCLB w/ CCSS More difficult for ELLs Learning Language & Academic Language Infer, Synthesize, Analyze, Criticize, Compare/Contrast Complex Texts
- 4. INSTRUCTIONAL PRINCIPLES Language is culturalin 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 Supportby: 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 Maximizenon-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.
- 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: ContributionsApproach 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 ValidatingEach Students Experience Foster Ethnic, National, & Global Identification
- 13. INSTRUCTIONAL STRATEGIES Collaborative Communities Technology EnhancedInstruction Choosing Quality Multicultural Literature
- 14. TAKE A BREAK Beback in: Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg
- 15. ACADEMIC & COGNITIVE DIVERSITY InstructionalBeliefs: 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 ofeffective 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 aphilosophy 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 IDEAdefines 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 Everystudent 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 LREsupports 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 giftedstudents 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 onConstructivist Approach Began in Science and Math classrooms Learning is a “Meaning Making” process Students experiment, solve problems Authentic
- 24. INSTRUCTIONAL STRATEGIES Differentiated Instruction (DI) Differentlearners have different needs Proactively plan variety of ways to learn Example: Whole class, individual, group, paired instruction.
- 25. INSTRUCTIONAL STRATEGIES New Literacies/Multiliteracies Fluid representationsof 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 Beback in: Image from: http://www.personalprotection-usa.com/wp/wp-content/uploads/2014/03/HC-ALCLK-DVR_c.jpg
- 29.
- 30. ASSESSMENTS Grade Level ReadingPassage System
- 32.
- 33. “HOLD ON TOINSTRUCTION, DO NOT LET IT GO; GUARD IT WELL, FOR IT IS YOUR LIFE.” PROVERBS 4:13 © 2017 John Wick
Editor's Notes
- #3 Linguistic Diversity- language most comfortable for students is not the instructional language of the school Cultural Diversity- Student’s home, language, culture, society differs from predominant culture of the school - usually middle class Cognitive & Academic Diversity- Student learns at the pace or style different than school expects. *note I use “Student” in place of Child/children/kid/kids etc. as a form of professional respect.
- #4 The predominant status quo belief in our society is that American Standard English will be the main language of use. NCLB CCSS demand higher expectations of all students but the burden is even more for ELL Higher order thinking skills are not only expected, but required to meet the standards.
- #5 -When students maintain strong identity with their culture / native language; more likely to succeed academically - positive self concepts about ability to learn -When students are silent they are often mentally rehearsing and creating the language systems they are exposed to while they are silent. -Dialects often easier to see our own speech as natural and everyone else as a dialect. - The 101 The 10 - Southern California; “Hella” - Norther California (slang most evident)
- #6 DANNY FRONTIER TECH - 562-922-1237
- #7 -When the teacher isn’t proficient in the students’ language and the students are not proficient in the Teacher’s language it is a Sheltered Environment
- #8 -When the teacher isn’t proficient in the students’ language and the students are not proficient in the Teacher’s language it is a Sheltered Environment -Preparation: be sure objectives are clear -Instruction: Students’ Background knowledge | Use appropriate language -Assessment: Review of concepts taught - Regular feedback! (formative)
- #9 DANNY FRONTIER TECH - 562-922-1237
- #10 Key to this method is that the teacher gives up a large role as the authoritative keeper of knowledge and allows the students to explore the topic. Teacher then guides students when necessary, but the teacher always builds upon the students’ knowledge and statements.
- #11 -BICS - 6 months to two years after arrival in the US -CALP- from 5 years to 7 years to develop -BICS and CALP develop simultaneously. -Student who speaks fluently to you may be struggling if only in US for a few years they are NOT lazy.
- #12 Contributions Approach: Focus on holidays/celebrations of a culture Additive Approach: Focus on thematic units integrated into curriculum about culture Transformative Approach: More social- Students read and discuss cultural perspectives Social Action Approach: Focus on projects that are culturally driven. -Teachers of the 21st century need to provide authentic literacy & Learning experiences More than Contributions or Additive
- #13 -Students from dissimilar cultures have difficulty try to find commonalities -Help students build background knowledge. Validate the knowledge they have. -ELLs motivated when reading about American culture; helps to connect with peers. Local Issues and how to address them builds national identification. - Christian Service Projects
- #14 -Develop creative strategies that are culturally sensitive to involve parents -Tech innovations enhance curiosity, imagination, social interactions, promote academic achievement -Choose books that accurately reflect other cultures. Books that have authentic representations of cultures.
- #16 -Student learns at the pace or style different than school expects. -Public Law 94-142 Education for all handicapped children act (1975), -IDEA (Individuals with Disabilities in Education Act 2004) - Special Education teachers must be highly qualified. Must consider student response to scientifically based interventions for identifying students with disabilities. -Lays groundwork for Response to Intervention (RTI)
- #17 -Assess students regularly -Multiple authentic learning experiences -Student interests -Positive feedback -Engage parents
- #18 -Assess students regularly -Multiple authentic learning experiences -Student interests -Positive feedback -Engage parents
- #19 -Least Restrictive Environment
- #20 -Least Restrictive Environment
- #21 -Least Restrictive Environment
- #22 -Least Restrictive Environment