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Meeting the Needs of Diverse Students: SO 3

Meeting the Needs of Diverse Students: SO 3. Meet Maria!. Moved to United States at 12 Originally from Mexico Father works in construction Mother is unemployed 4 younger siblings Parents only speak Spanish Must translate for all important household tasks (doctor, police, food)

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Meeting the Needs of Diverse Students: SO 3

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  1. Meeting the Needs of Diverse Students: SO 3

  2. Meet Maria! • Moved to United States at 12 • Originally from Mexico • Father works in construction • Mother is unemployed • 4 younger siblings • Parents only speak Spanish • Must translate for all important household tasks (doctor, police, food) • Feels inferior to other native speaking students • Feels a deep obligation to her family • Believes there is a negative stereotype towards Hispanics

  3. Maria’s Experience as an ELL • Anxiety towards reading or speaking aloud in front of peers • Struggled with idioms • Found learning basic conversation easy • Appreciates teachers who give her extra time to complete work • Takes pride in making good grades • Likes to make every assignment perfect and feels upset when not allowed the time to revise her work • Likes her ELL pull-out model as it allows her to ask specific questions on a one-on-one basis • Does not like classes where teachers only lecture and finds those who do difficult to understand

  4. Teaching ELL Students like Maria

  5. Best Practices for ELL Students • The teacher HS ELL teacher provided the following as Best Practices for ELL students: • Add visuals • Activate prior knowledge • Utilize reading strategies • Use graphic organizers • Frame main ideas • Use listening guides • Check frequently for understanding

  6. Meet David! • Ninth Grade Student • 2 siblings • Loves music, basketball, and dancing • Very involved parents • Receives SPED services for a learning disability • Makes A’s and B’s • Plans to go to college • Technologically savvy • Loves to make jokes and show off for friends

  7. David’s experience as SPED • Feels embarrassed by “SPED” label • Likes having additional time for assignments • Likes having a resource teacher who will give him additional support • Does not like the inclusion model where he is seen receiving support services • Feels frustrated by his disability at times, but doesn’t think it will hold him back • Does not like classes where the teacher lectures • Prefers to see thinks, then write them down • Likes hands-on activities where he can learn by doing

  8. Teaching SPED Students like David

  9. Best Practices for Teaching SPED • The teacher HS SPED teacher provided the following as Best Practices for SPED students: • Teach study skills • Use graphic organizers • Don’t alienate students or expose them • Engaging assignments • Authentic Assessments • Teach Reading strategies • Small group instruction • Similar texts, lower levels

  10. 2013 Work with ELL’s Through my work as a Project Based Learning coach, I facilitated a project for Ms.Thornton’s ELL class. The project was created to encourage hands-on, authentic learning as an approach to literacy education. The student response was extremely positive and this project has led to ongoing collaboration between the elementary and high school ELL classes. Many of the students participating experienced a higher level of success than they have previously known as a student. This work exemplifies meeting the needs of diver students.

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