Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
What is a Learning Disability?
A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.
Special education, or special needs education, is the practice of educating students with special needs in a way that addresses their individual differences and needs. Special education is the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
The Individuals with Disabilities Act (IDEA) defines Special Education as "specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability," but still, what exactly is Special Education? Often met with an ambiguous definition, the umbrella term of Special Education broadly identifies the academic, physical, cognitive and social-emotional instruction offered to children who are faced with one or more disabilities.
Students with special needs, such as learning differences, mental health issues, specific disabilities (physical or developmental), and giftedness, are those whose needs are addressed within the classroom setting. However, generally, the term "special education" refers specifically to students with learning disabilities, mental conditions, and other disabling conditions.
The provision of education to people with disabilities or learning differences differs from country to country, and state to state. The ability of a student to access a particular setting depends on the availability of services, location, family choice, or government policy.
Image shows child coloring in a picture, colored pencils and completed colored pictures are scattered on the desk.
Image shows child coloring in a picture, colored pencils and completed colored pictures are scattered on the desk.
In the United States, The Office of Special Education Programs (OSEP) is dedicated to improving results for children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.
The U.S. Individuals with Disabilities Education Act (IDEA) authorizes formula grants to states, and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. The Individual's with Disabilities Education Improvement Act of 2004 was signed into law on December 3, 2004. As the nation's special education law, IDEA serves approximately 6.8 million children and youth with disabilities.
Special educators have historically described a cascade of services, in which students with special needs receive services in varying degrees based on the degree to which they interact with the general school population.
Inclusion
Meaning of Pedagogical Analysis
Stages of Pedagogical Analysis
Content Analysis
Formulation of Objectives in Behavioral Terms
Selection of Appropriate Methods & Techniques
Selection of appropriate evaluation technique
Example of Pedagogical Analysis
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
Aristotle Model of Communication
Berlo’s Model of Communication
Shannon & Weaver Model of Communication
Schramm's Model of Communication
Westley and MacLean’s Model of Communication
Meaning of Communication
Characteristics of Communication
Process of Communication
Types of Communication
Levels of Communication
Barriers of Communication
Meaning of interaction
Classroom inetraction(Characterstics, types and objectives)
Interaction Analysis
Classroom Interaction Analysis
Flanders Interaction Analysis
Advantages of FIACS
Limitations of FIACS
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Outlines of the Presentation
Teaching in diverse classroom
• Diverse in physical abilities
• Diverse in cognitive abilities
• Diverse in Learning style
• Diverse in Gender
differences
• Diverse in Socio cultural
differences
3. Teaching as a complex activity
Teaching is a complex activity as the behavior
modification of students is not simple process. In a
classroom there are learners with diversity. Diversity
means differences among the learner in terms of
physical, mental, emotional, social etc. To handle all
these diversified learners and make them able to
learn particular tasks and achieve the predetermined
goal is a very complex task. To complete this task
there is a need to understand the learner with
reference to the diversity.
4. Meaning of Diverse Classroom
• Diversity is the antonym of Similarity
• Diversity means heterogeneity
• Diversity means inclusion of different individual at
the same place
• Diverse Classroom means learner with diversified
abilities such as physical, cognitive, social,
emotional gender differences etc.
5. Individual Differences
• Dissimilarity between persons that distinguish
them from one another Osbourne
• Individual differences are found in all psychological
characteristics, physical, mental abilities,
knowledge, habit, personality and character traits.
R.S Woodworth and D.G Marquis
6. Diverse in physical abilities
• Physical Appearance
• Physical Strength
• Physical Stamina
• Physical Health
8. Dimensions of Physical Ability
Physical Appearance
• Height
• Weight
• Features
• Color of Skin
Physical Strength and Stamina
• Strong Body Built up
• Weak Body Built Up
Physical Health
• Physically fit
• Physical Disable (Visual,
Hearing, Locomotor Disability,
etc.)
9. Cognitive Abilities
Cognitive abilities are aspects of mental functioning,
such as memorizing and remembering; inhibiting and
focusing attention; speed of information processing;
and spatial and causal reasoning. Individual
differences between people are measured by
comparing scores on tests of these mental abilities.
Tests of general intelligence are based on a broad
sample of these mental ability tests.
10. No learner is weak or bright
by birth, it’s the we feed the
knowledge and how they
imbibe it which makes them
so….
11. Intelligence Quotient
People differ with reference to their cognitive
abilities. Cognitive abilities are associated with IQ.
I.Q. is the abbreviation of Intelligence Quotient. It is a
measure of cognitive ability of individual which is
calculated on the basis of mental age and
chronological age.
IQ = (MA/CA x 100)
On the basis of the IQ one can be classified as
idiots/normal/superior/genius, etc.
12. IQ Classifications
Terman's Stanford–Binet original (1916) classification[56][57]
IQ Range ("ratio IQ") IQ Classification
Above 140 "Near" genius or genius
120–140 Very superior intelligence
110–120 Superior intelligence
90–110 Normal, or average, intelligence
80–90
Dullness, rarely classifiable as feeble-
mindedness
70–80
Border-line deficiency, sometimes
classifiable as dullness, often as feeble-
mindedness
Below 70 Definite feeble-mindedness
13. Classification of learner in relation
to cognitive Ability
• Slow Learner
• Average/ Normal Learner
• Gifted Learner
• Learner with Special Need
• Physical Disability(Visual, Hearing, Locomotor
Disability, etc.)
• Intellectual Disability
• Learning Disability(Dyslexia, Dysgraphia,Dyscalculia)
14. Slow Learner
• The term ‘Slow Learner’ is used to describe a student
with the ability to acquire all academic skills at a rate
below than that of the average student.
• According to Kirk(1949) The term slow learners should
be referred to the children of relatively low intelligence
having an IQ of approximately 70 to 90.
• A slow learner needs more time, more repetition and
more resources from teachers to be successful. These
students do not have intellectual disability, but it takes
them longer to understand and grasp concepts.
15. Slow Learner
• As a result of their inability to match the learning
pace of their peers, they might consider themselves
lesser than others. This will affect their self-
confidence and self-esteem.
• They find it difficult to bond with children of their
age group and are often excluded from
extracurricular activities, sports, and other
activities.
• This aggravates the problem as they become prone
to anxiety and negative self-image.
16. Way to help a slow learner
There are numerous ways to help a child who is a slow learner.
Here are a few methods that are known to help slow learners:
1. Praise and reward: Motivation works wonders for slow
learners. To help them continue learning, it is important to
acknowledge even the smallest victory and offer rewards for
each milestone.
2. Set realistic expectations and smaller targets: As a parent and
an educator, it is essential to understand what is achievable for
the child and set targets accordingly.
3. Be supportive: Slow learners should be taught to learn from
their failures. They should be encouraged to explore and learn at
their own pace until they succeed.
Parents and educators should be vocally supportive and teach
them via oral assignments that are in tune with their
competency.
17. Way to help a slow learner
4. Encourage peer tutoring: This is one of the most
effective strategies for slow learners. Parents and
teachers should encourage slow learners to study in
groups. The more a child interacts with others of his/her
age, the more confident he/she will feel.
5. Encourage multiple intelligence: If the child shows
interest in any co-curricular activity, it is essential to
support them. This boosts their confidence and they start
feeling socially accepted.
6. Encourage interaction and oral communication: Slow
learners should be encouraged to voice their thoughts.
Parents should ask their children about their day at
school, have discussions on TV shows, sports and music.
18. Gifted Learner
• Behind every invention and
discovery in the filed of
literature, art or sciences there
have always been a genius or
gifted learner.
• Those learner who’s IQ level is
above 140 they are considered
as gifted learner.
20. Characteristics of Gifted Learner
• They learn rapidly and easily.
• They remain alert and keenly observant in teaching
learning process.
• They put thought provoking questions demanding to
know more about the topic.
• They respond quickly and correctly.
• They show originality, novelty and creativity.
• They show a great deal of common sense and practical
knowledge.
• They give evidence of his fine imagination, remarkable
memory and developed reasoning and thinking powers.
21. Way to deal with Gifted Learner
There may be two ways
to deal with gifted learner
• Provision of Different
Curriculum
• Enrichment within the
existing Curriculum
22. Enrichment within the existing
Curriculum
• Additional learning opportunities must be provided
to the them.
• Challenging exercises and problems should be
given.
• Encourage them to ask questions and satisfied their
curiosity at greater extent
• Encourage them for the novelty and originality in
their approach
23. Enrichment within the existing
Curriculum
• Encourage them to become independent enquires
and discoverers of phenomenon’s.
• Encourage them to work upon independent
projects
• Encourage them to give their reflections on the
concepts and ask them to write essays, open ended
answers.
• Encourage them to participate and organize the
activities independently.
24. Learners fall between Slow and Gifted
learners
Average Learner: Those learner who’s IQ level lies
between 90-110 are known as average learner.
Superior intelligence:Those learner who’s IQ level
lies between 110–120.
Very superior intelligence:Those learner who’s IQ
level lies between 120–140.
25. Special Educational Needs (SEN)
Special Educational Needs (SEN) refer to learners
with learning, physical, and developmental
disabilities; behavioural, emotional, and
communication disorders; and learning deficiencies.
What we now call SEN has a long history, and has
undergone many transformations which over the
years have been manifested, among other ways, by
the different names it has been given. These days,
SEN refers to teaching learners who for intellectual
or medical reasons fall behind with their education
when compared to most of their peers.
26. Students with Learning Disabilities
• Learning disabled students are those who demonstrate
a significant discrepancy, which is not the result of
some other handicap, between academic achievement
and intellectual abilities in one or more of the areas of
oral expression, listening comprehension, written
expression, basic reading skills, reading comprehension,
mathematical calculation, mathematics reasoning, or
spelling.
• Following is a list of some of the common indicators of
learning disabled students. These traits are usually not
isolated ones; rather, they appear in varying degrees
and amounts in most learning disabled students. A
learning disabled student
27. Characteristics of learning disabled
students
• Has poor auditory memory—both short term and
long term.
• Has a low tolerance level and a high frustration
level.
• Has a weak or poor self-esteem.
• Is easily distractible.
• Finds it difficult, if not impossible, to stay on task
for extended periods of time.
• Is spontaneous in expression; often cannot control
emotions.
28. Characteristics of learning disabled
students
• Is easily confused.
• Is verbally demanding.
• Has some difficulty in working with others in small or
large group settings.
• Has difficulty in following complicated directions or
remembering directions for extended periods of time.
• Has coordination problems with both large and small
muscle groups.
• Has inflexibility of thought; is difficult to persuade
otherwise.
• Has poor handwriting skills.
• Has a poor concept of time.
29. Ways to deal with learning disabled
students
• Provide oral instruction for students with reading disabilities. Present
tests and reading materials in an oral format so the assessment is not
unduly influenced by lack of reading ability.
• Provide learning disabled students with frequent progress checks. Let
them know how well they are progressing toward an individual or class
goal.
• Give immediate feedback to learning disabled students. They need to
see quickly the relationship between what was taught and what was
learned.
• Make activities concise and short, whenever possible. Long, drawn-out
projects are particularly frustrating for a learning disabled child.
• Learning disabled youngsters have difficulty learning abstract terms and
concepts. Whenever possible, provide them with concrete objects and
events—items they can touch, hear, smell, etc.
30. Ways to deal with learning disabled
students
• Learning disabled students need and should get lots of specific
praise. Instead of just saying, “You did well,” or “I like your work,”
be sure you provide specific praising comments that link the
activity directly with the recognition; for example, “I was
particularly pleased by the way in which you organized the rock
collection for Karin and Miranda.”
• When necessary, plan to repeat instructions or offer information
in both written and verbal formats. Again, it is vitally necessary
that learning disabled children utilize as many of their sensory
modalities as possible.
• Encourage cooperative learning activities (see Teaching with
Cooperative Learning) when possible. Invite students of varying
abilities to work together on a specific project or toward a
common goal. Create an atmosphere in which a true “community
of learners” is facilitated and enhanced.
32. Learning Styles
The term ‘learning styles’ corresponds to the
understanding that every individual learns
differently. Learning styles define the way how
people learn and how they approach information. It
is a pattern of behaviour that human beings use for
new learning. You may recall that sometimes you feel
like you cannot learn something important even if
you use the same method which has been suggested
by your parents, colleagues or teachers. But, then
you tried to learn that in your own way and
succeeded. It indicates that you may have different
learning style.
33. Learning Styles
An individual’s learning style refers to the
preferential way in which the learner absorbs
processes, comprehends and retains information.
Different learners learn in a variety of ways, by
seeing and hearing, working alone and in groups,
reasoning logically and intuitively and sometimes by
memorizing or visualizing. Thus, since, everyone is
different, it is important for teachers to understand
the differences in learners’ learning styles, so that
they can implement best practice strategies into
their daily activities, curriculum and assessments.
34. Learning Styles
Fleming’s VARK model of
learning is a very commonly
accepted model.
• Visual
• Auditory
• Reading/ Writing Learners
• Kinesthetic Learner
35. Visual learners
Those learner who prefer to see and observe things,
including pictures, diagrams, written directions and
more. This is also referred to as the “spatial” learning
style. Students who learn through sight understand
information better when it’s presented in a visual
way.
36. Auditory learners
Auditory learners tend to learn better when the
subject matter is reinforced by sound. These
students would much rather listen to a lecture than
read written notes, and they often use their own
voices to reinforce new concepts and ideas. These
types of learners prefer reading out loud to
themselves. They aren’t afraid to speak up in class
and are great at verbally explaining things.
Additionally, they may be slower at reading and may
often repeat things a teacher tells them.
37. Kinesthetics learners
Kinesthetics learners, sometimes called tactile
learners, learn through experiencing or doing things.
They like to get involved by acting out events or using
their hands to touch and handle in order to
understand concepts. These types of learners might
struggle to sit still and often excel at sports or like to
dance. They may need to take more frequent breaks
when studying.
38. Reading Writing Learner
According to the VARK Modalities theory developed
by Fleming and Mills in 1992, reading/writing
learners prefer to learn through written words. While
there is some overlap with visual learning, these
types of learners are drawn to expression through
writing, reading articles or books, writing in diaries,
looking up words in the dictionary and searching the
internet for just about everything.
39. Diversity in gender Differences
• Gender differences are defined as biological
differences between sexes; i.e. boy and Girl
• https://courses.lumenlearning.com/suny-
educational psychology/chapter/gender-
differences-in-the-classroom/