Differentiating Instruction for the Inclusion of Various Learning Styles

Differentiating Instruction for the Inclusion of Various Learning Styles

Instructions/Descriptions

Differentiating Instruction for the Inclusion of Various Learning Styles

Differentiating, Instruction, Inclusion, Various, Learning, Styles

Guided Response: Respond to peers.

Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st century skills in a diverse classroom.

Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Peer post and teacher post.

1St response

TEACHER POST

All class post – (Note: Responding to any of my posts will also serve as your peer responses)

Since 2010, forty-one of the fifty U.S. states and the District of Columbia have been members of the Common Core State Standards Initiative, while Alabama, Oklahoma, Texas, Virginia, Alaska, Nebraska, Indiana and South Carolina did not adopt the initiative at a state level. Minnesota adopted the English Language Arts standards but not the Mathematics standards.

Although starting as a fast trend, the curriculum lost momentum and found at least 12 states introducing legislation to prohibit implementation. Four states that initially adopted Common Core have since decided to repeal or replace it: Indiana, Arizona, Oklahoma, and South Carolina. What are your thoughts? Was this just a “good idea” but had no real impact? As we move back to basics will the CCSS simply die out?

Warmest regards,

2nd Response

Week Discussion 1 Terry

Discuss how you would differentiate instruction for the inclusion of various learning styles.

Its essential for teachers to get to how their students strengths and weaknesses, their interest and their learning styles. A model for differentiated instruction is by area of content, process, and product in response by your students characteristics, (Puckett 2013). I would differentiate instruction in my special need’s classroom by factoring students individual learning style and levels first before designing any lesson plan.

When designing a lesson plan, which is based on student learning styles, grouping of students by their interest, formative use for assessing students’ in learning and classroom management which creates a safe and supportive environment socially and academically for the students, (Puckett 2013). When teaching differentiate instruction, repetitive teaching the same material to all students using a variety of strategies to meet the need of all students learner’s in your classroom.

Reflect on ways in which you would modify instruction for special education students.

Its essential that the teacher follows any plan that a particular student has, whether its an IEP, 504 plan or BIP. If a student has a plan I would modify all instruction for him or her as followed: allow extra time for test and quizzes, let student use audio recording if needed, so they are following the book and manipulatives for test. Modify instruction could include flashcards, pictures and small group instruction.

If student needs help with his or her writing, i would use talk to text. There are several ways to modify for any special education student using books, technology or pairing up with a stronger academic peer.

Discuss how you would modify instruction to meet the needs of students who are designated second language learners.

When teachers modify instruction for ESL students, its important to know what their personal background and family culture is. Give students their assignments in their language will allow them to complete them at home. I would modify instruction by determining the content for each lesson so student fully understand the lesson either visual or auditory.

I would incorporate cooperative learning strategies by having kids work in small group, ( Wardle 2013). Google translate also helps a lot of teachers in my school building which helps them translate when dealing with parents who don’t speak any English.

References

Puckett, K. (2013) Differentiating Instruction : A Practical Guide. Bridgeport Education, San Diego, CA

Wardle, F. (2013). Human Relationships and Learning in the Multicultural Environment . San Diego, CA: Bridgepoint Education ,

PEER 3 -Jody

Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.

I am proud to be part of the Head Start organization. We believe that we should serve the community in which we reside and work to guide families though the educational journey of their children. We serve the children who show the greatest risk factors and highest needs. The risks include, being impoverished, homelessness, incarcerated parents, English as a second language, physical and mental disabilities, as well as learning and developmental challenges (ECLKC, 2021).

Serving such a broad range of children requires us to become culturally competent and trauma informed. We have a child centered structure and meet every child where they are developmentally. We use the children’s ideas to craft the perfect learning environment for them. The classrooms will include family photos, the family wall includes a diverse gathering of the families making up their classroom. Parents are invited to be in our rooms daily.

This is actually key to our funding (ECLKC, 2021). We work to make certain every child and lifestyle of the children in each classroom are represented. Their photos are used to label cubbies, places to sit, in and out boards, etc. The children’s actual photos are what we use to identify the centers, the daily schedule, and procedures, such as hand washing.

In order to best represent our children and our families we listen to the needs of the families we serve and this is where we begin. I believe this is the most valuable way to reach each family. These expectations are set through the Head Start Performance Standards (ECLKC, 2021).

Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.

The materials used in our classrooms reflect the unique characteristics of each classroom. For instance, we have our art easels open at all times. On our shelves we have all of the materials needed to paint a portrait with every possible skin color. We do not use costumed children in party gear as our representation of diversity.

We instead use the children in our rooms to decorate our walls. After all, we are to celebrate the diverse culture in our classrooms, aren’t we? Very young children do not understand learning about France for instance, and putting on a beanie and taking a photo in front of the Eiffel Tower is not teaching them about that culture. Instead, we focus on honoring the cultural differences within our classrooms and reflect on where their families hail from (ECLKC, 2021).

It is much more relevant and more appropriate to their age and developmental levels. Another way to honor differences is to have families be a real part of our program. We do this with parent volunteers, Parent Cafe’s, and Policy Council which is comprised mostly of parents.

Discuss how you would differentiate instruction for the inclusion of various learning styles.

Head Start is a program designed to help children who either have special needs or who are at risk for developing learning difficulties (ECLKC, 2021). We begin with each family at the time of sign up doing assessments for every child. As I stated before, parents are an integral part of our program. Parents actually do the first assessment. Then the teachers will repeat it within 45 days of attendance. By using these assessments, we are able to see where a child is developmentally.

We are able to reach out to our community to bring in any type of services needed free of charge to our families. They actually come right to the center. In addition, when we write a lesson plan, we write a plan for the class and then we work to individualize it for every child. We look at the kindergarten readiness goals for each child based upon where they are developmentally and plan activities to bring them to the next level.

We will do this for the entire year and plot where they started and where they ended. We begin this process at birth and will continue charting it until kindergarten. We change goals accordingly (ECLKC, 2021). We then meet with the kindergarten teachers and share all of the information gathered for each child. This helps the children move smoothly into kindergarten and sets the child up for the greatest success.

References

ECLKC. (2021). Updates to the Head Start Program Performance Standards | ECLKC.

A warm welcome to EDU696: Capstone 2: Culminating Project! During this class you will use an electronic portfolio (i.e., ePortfolio) known as Folio to create a collection of your coursework that will demonstrates your mastery of the program learning outcomes (PLOs) in either the MACI, MAECEL, MAED, MATLT or MASE program.

The collection of coursework, also known as artifacts, is redesigned or modified prior coursework that aligns to one or more of the PLOs. The redesigns focus on your application of the principles of 21st Century Learning. Review the Syllabus in our course for a complete Course Description and an overview of the Course Design of this course.

You are now viewing the Week 1 Instructor Guidance. Each week the Instructor Guidance provides you with insights about the topics for the week and guidance for completing the discussions and assignments. These insights go beyond the introduction for the week provided with the weekly homepage (where the Learning Outcomes for the week and assessment instructions are listed).

Each weekly Instructor Guidance provides an overview of the assessments for the week followed by intellectual elaboration on the topic(s) for the week. The resources and references provided with the guidance are intended to further support you in the assessments in EDU696.

It is strongly recommended you plan for at least one hour of study time each week to review the guidance in addition to the hours you will dedicate to required readings for the course and completion of the assessments. Each week, if you need additional guidance for completing the assessments in our course, do not hesitate to contact your instructor. You can also reach out to class peers using the Global Campus Café.

21st Century Teaching and Learning

It will help if before we discuss diversity, you reflect on your knowledge about 21st Century Teaching and Learning skills. Although Week 1 focuses on 21st Century Skills, the other significant focus is on diversity in the school context. The overarching question for the week is: How do we apply these 21st Century Teaching and Learning Skills to assist diverse students?

After viewing the two videos recommended below, you will explain how 21st Century Teaching and Learning skills are applicable to both teacher and student. While watching the videos, ask yourself what you already use in the classroom to support 21st Century Teaching and Learning and what more you could do to ensure students are obtaining the skills they need for future learning.

Review this video from Teknolojileri  (Links to an external site.) (2013) discussing 21st Century Skills in approximately two minutes. Specifically, Teknolojileri discusses the skills of creativity, communication, collaboration, critical thinking, media literacy, information literacy, and problem solving for students, which are a part of the 21st Century Teaching and Learning plan. Next, review this approximately three minute video from Knowledge Delivery Systems (Links to an external site.)  (2013) that explores the fundamentals of 21st Century Skills and what they mean to the practice of educators.

Diversity and Culturally Responsive Pedagogy

The contemporary classroom requires teachers to educate students from a variety of backgrounds, including culture, language, and learning abilities (Gollnick & Chinn, 2002). Therefore, as these increasing numbers of students from diverse backgrounds populate 21st century classrooms in the United States, the need for pedagogical appropriate lessons that are also culturally responsive is magnified.

Culturally responsive and pedagogically-appropriate lessons are important to create because when diverse students come together in a classroom, students’ thoughts expressed verbally, graphically or in writing reveal a wealth of information about each student’s thinking. Furthermore, through exposure to the diversity of classmates, students tend to expand their thinking skills and move away from linear thinking patterns toward thinking about their world and their learning outside of their culture and previous education experiences.

On this point, view the George (Links to an external site.)  (2011) video, which is about three minutes in length, discussing how innovation occurs when diverse minds collaborate. As you watch the video, think about 21st Century Teaching and Learning and consider: How has the school shown in the video, incorporated 21 Century Teaching and Learning to include diversity in the classroom and school? Consider sharing your thoughts on the video as part of your discussions responses this week or start a conversation in our Global Campus Café!

Next, consider how diversity, as it relates to balanced achievement, is a primary goal of every school. Yet, recall that diversity is only one aspect of a complex phenomenon. If we dive deeper into our learning of diversity, you will remember that culturally responsible pedagogy is a deeper aspect of learning and teaching with diverse student populations.

Lynch (2011) describes culturally responsive pedagogy as a style of teaching that facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement (Lynch, 2011, para. 3).

Culturally responsive pedagogy comprises of three dimensions: (a) institutional, (b) personal, and (c) instructional. The institutional dimension reflects the administration and its policies and values. The personal and instructional dimension refers to the cognitive and emotional processes teachers must engage in to become culturally responsive (Ladson-Billings, 2012, p.65).

In the Educating Diverse Students in the 21st Century chapter of the course textbook, Brown and Burnaford (2014) present information about the role of diversity in the classroom and 21st Century Skills. For example, in the article by Kozol (2012), the discussion centers on the issue of the US movement to privatize K-12 education which Kozol notes “that this disingenuous approach [may] distract from the public responsibility to ensure high quality education for all children” (p. 6).

Kozol’s point is significant as the issue of schools of choice movement sweeps across the United States and how it affects Common Core State Standards (CCSS) and 21st Century Skills in schools where the demographics may be skewed to have higher academic gains than other non-charter schools.

In the article by Gay (2003), she points out that “… multicultural education is more essential than ever, given the increasing number of immigrants from non-European countries” (p. 17). Furthermore, Gay argues that “…this approach is necessary to ensure that all students are prepared for academic success, and for participation in a democratic and pluralistic society” (p.17). Finally, in the article by Reardon (2013), societal inequalities between race and income levels are discussed.

Writing Rituals – An Overview

While this course focuses in on Common Core State Standards (CCSS) and 21st Century Skills, the writing process cannot be ignored! For this reason, in Week 1, information regarding writing rituals is included.

Once the skill of the learned few, writing is now recognized as a part of a basic education in the United States. The close connection between writing and reading (writers need readers) makes writing an even more valuable skill. Additionally, in an online classroom where much of the communication is textual, reading and writing are key academic skills to hone for success, which you have no doubt noticed throughout your master’s program!

There are many similarities in the process used by individuals to write, but there are infinite nuances within these similarities. Humans are creatures of habit and among these habits are our rituals. In its broadest sense, a ritual is a set pattern of default behavior that people turn to, often unconsciously, in key situations. The ritual is often first developed by noting and observing others, and then it is individually modified to suit individual needs. What is informative about rituals is they are very ingrained in our behavior and disrupting the ritual can disrupt our actions and even diminish the meaning of the ritual. This is true in many types of rituals, including writing.

Writing Rituals—Environment, Time, and Behavior

Environment includes, but is not limited to, where a writer writes, clean or cluttered, music or no music, pencils/pens/computers, etc. This set of environmental factors matter—if they are right, the writer can work productively. If not, the environment serves as a distracter. When considering time, many serious writers have a set time each day to conduct their writing. This is often early or late in the day, but can really be any time that works for the individual writer. Churchill, for example, who made his living in part as a free-lance journalist, did much of his writing late in the evening.

What is (nearly) certain about this is that the time of day that writing is done is very important, and seldom deviated from. Regarding behavior, O’Shaughnessy, McDonald, and Dobie (2002) noted that “The behaviors of the writers we surveyed can be described as rehearsed (as opposed to spontaneous), repetitious, and seemingly unrelated to the work at hand” (para. 15). These are, additionally, highly idiosyncratic, and set additional conditions so that the writer can write.

Application of Writing Rituals to Our Work

Success Tip!

As a practical matter, we benefit from thinking about our own writing rituals and how they help (or hinder) our ability write productively. If we need background noise to be able to be productive, then we need to organize our environment to include such noise. And if we need the latest computer technology to write well, then we need to set about obtaining one. The bottom line, particularly as it concerns your work as graduate students, is to be able to organize things in the way that you can be the most productive and effective – this becomes your writing ritual and following it can lead to success.

Week 1 Assessments Overview

In Week One, we review the Framework for 21st Century Learning by redesigning an activity that represents 21st Century Learning through incorporation of Student Outcomes and Support Systems. Additionally, we explore and use the Folio system.

Refer to the rubrics in the course to understand how you will be evaluated for assignments and discussions. In the assignment rubrics, notice there are specific criterion and performances listed ranging from distinguished to nonperformance. Your goal is to achieve the distinguished level of performance for each criterion.

Use the rubrics for assignments in conjunction with the instructions on the week homepage to ensure you have both completed the assignment thoroughly and done so at a distinguished level. For discussions, refer to the rubric for discussions taking note of the expectations for quality of your responses. If you have questions about the discussion rubric for this course, contact your instructor right away!

Discussion: Post Your Introduction

In this discussion, we begin to build our initial classroom community together. Although many of you may be acquainted from prior courses, this course is our unique opportunity to learn together around the topics of this course! Through interactions with your class peers and the instructor in each course, you have opportunities to learn from a unique group of individuals with vast and varied levels of background expertise in the field of education. Take full advantage of these opportunities and get to know your peers and instructors as much as possible to promote more meaningful interactions during the course and beyond! In the discussion you will create your Folio.

For the Post Your Introduction discussion, there are three parts. In part one you will introduce yourself and state which program you align. In part two you will sign up for a Folio account for use as an ePortfolio throughout this course. The ePortfolio will be used in this course for all assignments and some discussion postings. You may have already created the ePortfolio in Folio for a prior course. Contact your instructor with questions about how to repurpose your existing Folio portfolio for the EDU696 Capstone requirements. Part three is your reflection on the ePortfolio set up and discussion on future practices using the ePortfolio.

Discussion: Diversity Through 21st Century Teaching and Learning

In this discussion, you explore the concept of supporting diversity through 21st Century Teaching and Learning. This discussion supports you in completing the Week One Assignment, which focuses on Student Outcomes and Support Systems in relation to diversity. Consider all aspects of 21st Century Teaching and Learning for this discussion and how they can be applied to diverse learners. For example; if you had learners who were in a gifted program how could you differentiate instruction to ensure critical thinking and problem solving were incorporated at higher levels of cognition?

Keep in mind that higher level thinking does not mean having more work or even difficult work incorporated into the lesson. Instead, student tasks and assessments should include cognitive processes with rigor and complexity. Depth of Knowledge (Webb, 1997) and Bloom’s Taxonomy (1956, 2001) both support an alignment between expected level of cognition and the expectation demanded by standards, curricular activities and assessment tasks to determine mastery (Hess, Carlock, Jones, & Walkup, 2009).

Assignment: Supporting Diversity Through 21st Century Teaching and Learning

This assignment re-introduces you to the framework of 21st Century Skills. Each week you will redesign an activity and reflect upon the challenges associated with the redesign and development. Consider in this assignment how the components you have chosen to incorporate from 21st Century

Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills can be reflected in the lesson plan or teaching unit redesign. Think about how the use of 21st Century skills are a foundation for higher order thinking skills, discuss how you can ensure students achieve more in depth learning from a lesson which is above and beyond rote memory and based on the foundations provided in the 21st Century skills each student needs to know.

References

Brown, T. & Burnaford, G. (2014). Masters in education capstone reader. San Diego, CA: Bridgepoint Education, Inc.

Gay, G. 2003. The importance of multicultural education. Educational Leadership, 61(4), 30-35.

George, J. ( 2011, May 11).  Innovation through diversity (Links to an external site.) . [Video file]. Retrieved from http://www.youtube.com/watch?v=FjrjiSecZv0&feature=youtu.be

Gollnick, D., & Chinn, P. (2002). Multicultural education in a pluralistic society. NJ: Pearson.

Hess, K., Carlock, D., Jones, B., & Walkup, J. (2009). What exactly do “fewer, clearer, and higher standards” really look like n the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments (Links to an external site.) . Retrieved from https://www.researchgate.net/publication/320536235_What_exactly_do_fewer_clearer_and_higher_standards_really_look_like_in_the_classroom_Using_a_cognitive_rigor_matrix_to_analyze_curriculum_plan_lessons_and_implement_assessments

Knowledge Delivery Systems (2013, June 5).  21st century skills: Rethinking how students learn (Links to an external site.) . [Video file]. Retrieved from http://www.youtube.com/watch?v=qMG5dvhEzyo

Kozol, J. 2012. Savage inequalities: Children in America’s schools (Reprint ed.). Portland, OR: Broadway Books.

Ladson-Billings, G. (2012). The dreamkeepers. San Francisco: Jossey-Bass.

Lynch, M. (2011, December).  What is cultural responsive pedagogy?  (Links to an external site.)  Retrieved from http://www.huffingtonpost.com/matthew-lynch-edd/culturally-responsive-pedagogy_b_1147364.html

O’Shaughnessy, K., McDonald, C., Maher, H., and Dobie, A. (2002, Fall). Who, what, when, and where of writing rituals. The Quarterly 24 (4), 18-22; 36.

Reardon, S. F. (2013). “The widening income achievement gap.” Educational Leadership, (8): 10-16.

Teknolojileri, B. (2013, May).  21st century skills (Links to an external site.)  [Video file]. Retrieved from http://www.youtube.com/watch?v=qwJIhZcAd0I

Additional Resources

Lichtman, G. (March, 2013).  What 60 schools can tell us about teaching 21st century skills Ted x (Links to an external site.) . [Video File]. Retrieved from http://www.youtube.com/watch?v=UZEZTyxSl3g

Hollis, J. (1995).  Sample action research report 1: Effect of technology in enthusiasm for learning science (Links to an external site.) . Retrieved from            http://www.sagepub.com/mertler3study/resources/reports/88896_sr1.pdf

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