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Chapter 8

Chapter 8. An Interactive Approach for Working with Diverse Learners. Introduction. By 2010, minorities will constitute one third of the population of the U.S. By 2020, students of color will make up 46% of the nation’s student population

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Chapter 8

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  1. Chapter 8 An Interactive Approach for Working with Diverse Learners Marjorie Hall Haley, PhD - GMU

  2. Introduction • By 2010, minorities will constitute one third of the population of the U.S. • By 2020, students of color will make up 46% of the nation’s student population Schools must adopt strategies that ensure the success of culturally and linguistically diverse (CLD) students. Marjorie Hall Haley, PhD - GMU

  3. Federal Legislation’s Influence • No Child Left Behind • Title III – English Language Acquisition, Language Enhancement, and Academic Achievement Act – testing based on English Language proficiency • IDEA – Individuals with Disabilities Education Act • Implications for ELL’s Marjorie Hall Haley, PhD - GMU

  4. Classroom Diversity: A Reality in U.S. Education • Teachers should: • Discard preconceived notions and negative stereotypes • Maintain the highest expectations • Welcome students as contributing members of a group • Seek out activities that encourage students to work cooperatively with ELL's Marjorie Hall Haley, PhD - GMU

  5. Pedagogical Implications for Working with Diverse Learners • Opportunities for working with: • Different linguistic levels - peer tutoring, group work, group projects, cooperative learning • Different languages – visual, auditory, kinesthetic lessons; manipulatives; MI-based lessons • Different academic levels – heterogeneous/ homogeneous grouping, cooperative learning, peer tutoring; different teaching methods/ approaches • TPR - stresses comprehension; does not require student to speak until they are ready Marjorie Hall Haley, PhD - GMU

  6. 1) Logical/Mathematical: Reasoning, analysis, problem solving, numbers, shapes Activities: word order, grammar relationships, pattern games, classifying and categorizing, sequencing info., computer games, cause and effect Learner-Centered Instruction: Multiple Intelligences Marjorie Hall Haley, PhD - GMU

  7. Learner-Centered Instruction: Multiple Intelligences 2) Visual/Spatial: Imagination, drawing, painting, use of color, use of diagrams, mental picturing Activities: graphs, diagrams, drawing a response, video exercises, computer slide shows, multimedia projects, mind mapping, graphic organizers Marjorie Hall Haley, PhD - GMU

  8. 3)Bodily/Kinesthetic: Movement including sports, dance, drama, expression through the body Activities: role playing, dancing, TPR, TPRS, hands-on learning, multimedia games or activities, aerobic alphabet, building a model or 3-D project Learner-Centered Instruction: Multiple Intelligences Marjorie Hall Haley, PhD - GMU

  9. Learner-Centered Instruction: Multiple Intelligences 4)Verbal/Linguistic: Talking, reading, writing, listening, memorizing sounds and syllables Activities: debates, storytelling, E-pals, group discussions, word-processing programs, word games Marjorie Hall Haley, PhD - GMU

  10. 5)Interpersonal/Social: Influencing others, leadership skills, conflict resolution, consoling others Activities: cooperative teams, paired activities, peer teaching, board games, simulations, surveys and polls, group brainstorming, situations or dialogues Learner-Centered Instruction: Multiple Intelligences Marjorie Hall Haley, PhD - GMU

  11. Learner-Centered Instruction: Multiple Intelligences 6) Intrapersonal/Introspective: Solitary activity including reading, reflection, assessing one’s own strengths and weaknesses, thinking out solutions on own Activities: describe/write about preferred way(s) to spend free time; keep a journal on a particular topic, engage in independent study Marjorie Hall Haley, PhD - GMU

  12. Learner-Centered Instruction: Multiple Intelligences 7)Musical/Rhythmical Distinguishing tones and speaking accents, singing, humming, tapping a rhythm Activities: write jingles for a commercial, jazz chants to remember vocabulary/grammar/verbs, musical cloze activities, create music for skits/plays, use music as a stimulator, look for tonal/rhythmic patterns in music of target language Marjorie Hall Haley, PhD - GMU

  13. Learner-Centered Instruction: Multiple Intelligences 8) Naturalist Responding to all things natural, problem-solving, discovery-based projects Activities: describe changes in local environment, debate the issue of homeopathic medicine vs. store-bought remedies, plan a campaign drive which focuses on saving an endangered species Marjorie Hall Haley, PhD - GMU

  14. Learner-Centered Instruction: Multiple Intelligences • Construct a classroom environment conducive to accessible, successful learning • Centers • Real-life scenarios/role play • Cooperative learning groups Marjorie Hall Haley, PhD - GMU

  15. Global – reads for overall ideas likes team competition relates what is taught to own experiences likes working with others thinks “in context” can multitask reads between the lines Analytic – concentrates on task at hand analyzes problem, then decides prefers to work alone likes to organize assignments prefers options remembers details Learner-Centered Instruction:Learning Styles A learning style is a general approach a learner uses to learn a subject (global, analytic, integrated) Marjorie Hall Haley, PhD - GMU

  16. Learner-Centered Instruction:Learning Styles • 5 key elements of language learning styles: • Analytical/global (detail oriented vs. holistic) • Sensory preferences (visual, auditory, kinesthetic) • Intuitive/random and sensory/sequential learning (organization of material presented) • Orientation to closure (tolerance of ambiguity) • Competition/cooperation Marjorie Hall Haley, PhD - GMU

  17. Learner-Centered Instruction • Learning Theories Overlap • MI, learning styles, and brain-based education all: • Involve a reflective practitioner (teacher) and reflective partner (student) • Are concerned with the education of the whole person • Emphasize curricula with depth and breadth • Promote diversity and inclusiveness Marjorie Hall Haley, PhD - GMU

  18. Culturally Relevant Pedagogy • Differences in culture are evident in participation, how learning is demonstrated and applied • Multicultural education: • places value on what each student brings to the classroom • curriculum that lends different perspectives • reflects cultural variation & learning styles • encourages students to learn new traditions while preserving heritage Marjorie Hall Haley, PhD - GMU

  19. Culturally and Linguistically Diverse Exceptional Students (CLIDES) • Persons from a variety of cultural/racial/ethnic backgrounds who demonstrate: • giftedness • physical disabilities • emotional disabilities • learning disabilities Marjorie Hall Haley, PhD - GMU

  20. Culturally and Linguistically Diverse Exceptional Students (CLIDES) • Teachers are likely to observe/address: • Delayed language production/reception in L1/L2 • Delayed acquisition of reading skills in L1/L2 • Learning problems related to lack of instruction L1 L2 • Behavior problems due to past failures • Increased risk of dropout • Cultural identity problems • Poor self-esteem Marjorie Hall Haley, PhD - GMU

  21. Culturally and Linguistically Diverse Exceptional Students (CLIDES) • Teacher strategies: • Gifted –exploration of interests, acceleration, peer tutoring, expanded assignments • Visual – large font texts, oral summary, copies of notes, oral/tactile enhancements • Behavior –reduce/restrict stimuli, define & review classroom expectations/rules, role playing • Auditory – preferential seating, visuals, pictures, maps, diagrams, succinct or written directions • LD – concrete examples, breaking tasks into steps, small groups, pair work Marjorie Hall Haley, PhD - GMU

  22. Working with Gifted Students in Second Language Classrooms • Identifying the Talents of Diverse Students • Giftedness may be overlooked due to: • unfamiliarity with student culture • testing in L2 • Different learning styles • Possession of talents valued only in their own culture Marjorie Hall Haley, PhD - GMU

  23. Working with Gifted Students in Second Language Classrooms • Assessment Tools for Gifted Students • Observation – teachers, parents, classmates • Self-Identification – biographical inventories • Portfolios – reveal progress, overall achievement, learner’s creativity Marjorie Hall Haley, PhD - GMU

  24. Working with Gifted Students in Second Language Classrooms • Programs for Gifted Students • Enrichment • Parent involvement • Acceleration/honors program • Mentor programs Marjorie Hall Haley, PhD - GMU

  25. Working with Gifted Students in Second Language Classrooms • Successful schools: • Maintain a school-wide vision regarding outstanding education for LEP students • Include LEP students in challenging, core, academic classes taught by trained and qualified staff • Offer meaningful, in-depth learning across content areas • Offer innovative instructional strategies emphasizing collaboration and hand-on activities • Encourage parent/communication involvement Marjorie Hall Haley, PhD - GMU

  26. Heritage Language Learners • Heritage Language Learner: someone who has had exposure to a non-English language outside the formal education program • Teachers should value the language and cultural experiences students bring to the classroom Marjorie Hall Haley, PhD - GMU

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