Teaching Diverse Learners In Any School Environment Education Essay

In this program, you'll review relevant research, watch video discussions and classroom cases, and do activities on working with learners who are in different levels and who have different learning talents and approaches. At the end of the course, you will better understand how to identify the various aspects of diversity that affect foreign language learning; and also develop approaches for improving the learning of most students in your school room.

You will partake in activities will focus on how to be a leader in your school for diversity, how to examine diversity in your class room, how to believe critically about new ways to instruct your curriculum, and exactly how to engage variety among students.

Teachers today gain a wide range of encounters and perspectives through working in public schools today and meet students that change from them culturally, linguistically, and ethnically. Developing a classroom that caters to these diverse students offers a powerful resource for them to learn more in several ways, in new conditions, and with different kinds of people. Every single teacher in our continually changing and diverse system has the power to provide as a great reference for all students and peers. Educators will learn how to become an enabler in the class room and in their university catering their school room for all types of students especially because of the growing variety in U. S. classrooms.

The student can:

Use assessment tools to utilize in your class

Gain class tips and activities through

Learn best practices

Create an action intend to increase diversity understanding in your college both in and from the classroom

Network with other educators who are concerned with diversity

Define and understand impairment in the United States

Deal with conflict

Set up a classroom that caters to diversity

Incorporate all sorts of students

Incorporate University Design for Learning

Online Learning with Full Teacher Facilitation

Our institution keeps an online program that automatically marks university student pre- and post-assessments, screens their involvement in the lecture, and honours them credit when they post in the discourse area. Teachers will keep an eye on the improvement and quality of work the students provide, including the threaded discussions, and will provide reviews and measure the midterm and last projects.

Weekly Online Lecture Projects:

Week 1

Text Reading: Read

BUILDING Creativeness AND Cooperation IN DIVERSE CLASSROOMS

Critical Concern: Educating Professors for Diversity

Insensitivity to Physical, Racial, or Ethnic Differences

Answer Questions (Start Ended)

Describe the social, linguistic, and/or ethnic variety in your class room. How do you draw on this diversity to promote learning?

What learning styles appear to predominate among your students (for example, auditory, visible)? How do you accommodate those learning styles?

Watch Video tutorial Clips

Clip 1: Lender Street School of Education Empowers New Teachers (This old school is educating aspiring educators new steps, with a give attention to experiential learning, classroom immersion, and mentoring)

Clip 2: 10 Big Ideas for Better Classrooms: Striving to Improve Community Education (Using Pupil good examples: Successful examples of important elements in improving general public education: Project-Based Learning, Technology Integration, Integrated Studies, Cooperative Learning, Broad Assessment, Emotional Brains, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources)

Clip 3: CREDE Key points Put on the Re-Invention of Instructor Prep(Marty Alberg - University of Memphis This demonstration provides an overview of the application of CREDE concepts at three levels: 1. ) The University of Memphis educator preparation class; 2. ) Middle school classrooms in Memphis, TN through the 3 Rs Program; and 3. ) The status of Tennessee through the issue Based Learning element of the Tennessee Mother board of Regents Teaching Quality Effort. As do CREDE?based strategies, problem?structured approaches to teacher preparation participate pre?service teachers in learning opportunities that struggle their cognitive and problem dealing with skills; promote learning through co-operation and teamwork; connect coaching with real?world college student experience, skills, and educational needs; and facilitate learning through meaningful, productive activity. Individuals will experience problem? based mostly pedagogy through sample situations developed for professor prep in Tennessee. )

Assignment:

Discussion Panel: Students must send one unique comment each week when it comes to each one of the assigned wording reading and reply to a fellow student's commentary at least twice every week. The responses should relate with the material the written text reading discusses. Each comment should be at least three phrases in length. The week ends Weekend at 9:00 p. m.

Week 2

Text Reading: Read

Linguistic and Cultural Diversity - Building on America's Strengths

Preparing educators for children in poverty: the Nashville area accumulates the mantle for certified instruction in high-needs schools

School Command and Student Desire.

Answer Questions (Open Ended)

If you are familiar with the principles of the multiple intelligences theory, what steps have you taken to integrate them in your coaching?

In multilevel classes or ones where proficiency levels are quite varied, how perhaps you have differentiated education for the range of performance levels?

Watch Video tutorial Clips

Clip 1: Professor and Student Education In Diversity, part 1

Clip 2: Educator and Student Education In Diversity, part 2

Clip 3: UDL Rules in Practice: Quality 5 Dialect Arts (A panel of UDL experts goes in the diverse urban college to show grasp teachers applying the key points and rules of UDL. )

Clip 4: GUIDELINES through Universal Design for Learning

Clip 5: An Introduction to Integrated Studies (Combining academic topics produces deeper learning and a much better knowledge of the interrelationships between them)

Assignment:

Discussion Mother board: Students must submit one unique comment each week when it comes to each one of the assigned text message reading and answer a fellow student's remarks at least twice every week. The remarks should relate with the material the text reading discusses. Each comment should be at least three phrases in length. The week ends Sunday at 9:00 p. m.

Week 3

Text Reading: Read

DIVERSITY AND Difficulty WITHIN THE CLASSROOM

Disaggregated Final results of Gender, Ethnicity, and Poverty on Fifth Quality Science Performance

Educating Students from Generational Poverty: BLOCKS from A to Z

Framework for Understanding Poverty

Answer Questions (Open up Ended)

Have you trained special needs students in your school room? If so, how performed you respond to the instructional issues that they posed? In the experience, how can learning disabilities or learning dissimilarities affect learning in a foreign language classroom?

What institution resources perhaps you have found to be helpful if you are faced with making an accommodation that you have not needed to make before

Watch Training video Clips

Clip 1: Working With Students From your Culture of Poverty (Within their Classroom Education That Works research, McREL and Robert Marzano determined nine strategies that may be applied in virtually any learning environment and cause significantly increased scholar learning. When executed consistently and appropriately, these research-based strategies provides average percentile point gains of up to 45% on college student achievement testing. )

Clip 2: DEALING WITH Students Through the Culture of Poverty 2 (Although most teachers are aware of the Classroom Training That Works research, instructors still need help moving the idea into practice. )

Clip 3: Children in America's Universities clip1 open (Poverty in the class room)

Clip 4: Children In America's Institutions clip2 Poverty (Poverty in the class room)

Clip 5: Children in America's Academic institutions Clip 3(Poverty in the class room)

Assignment:

Discussion Board: Students must submit one unique comment every week in regards to each of the assigned text reading and answer a fellow student's responses at least twice each week. The comments should relate to the material the written text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p. m.

Midterm Task Due

Week 4

Text Reading: Read

Diversity is an integral To Lowering Racial Bias in Schools

Diversity Reduces Racial Bias in Schools

Strengthening Teacher-student relationships

Watch Video recording Clips

Clip 1: High-Performing, High-Poverty Schools

Clip 2: Challenging Poverty (Some classes have over 75% of their students residing in poverty. Many students are homeless. They may find alternative housing or simply sofa hop with friends or relatives)

Clip 3: Challenging Educators (Instructors and students talk about problems in the classroom. )

Clip 4: Challenging Coursework (Students need challenging coursework to prepare them for advanced schooling. High Schools and nonprofits have programs that help lower income students prepare for college. )

Clip 5: Challenging System (Minnesota used to be one of the most notable areas in education. That is not true today. Along with the objectives of what education must provide for students futures are more challenging than ever. )

Clip 6: Challenging Peers (Peers can help each other succeed or fail. Education is seen by some to be not cool. Some dark-colored students feel doing well in college is white so they dont fully take part. Sometimes students can change to another school or find their own way to achieve success. )

Assignment:

Discussion Mother board: Students must post one unique comment each week when it comes to each of the assigned text reading and answer a fellow student's feedback at least twice each week. The comments should relate with the material the text reading discusses. Each comment should be at least three phrases long. The week ends Weekend at 9:00 p. m.

Week 5

Text Reading: Read

When instructors build associations with students

Watch Training video Clips

Clip 1: Learning deliberately: Transforming a Good School into a Great School (Wall-to-wall career academies and a change program for ninth graders have helped create a host at this Tx high school where strenuous, relevant education -- inside and outside of the class -- is typical for all those students. )

Clip 2: Teaching Students to Work Together (Integrated curricula, team teaching, and technology tools have developed the academic achievement and self-esteem of these rural Louisiana middle school students. )

Clip 3: THE MAIN ELEMENT Learning Community: Cultivating Multiple Intelligences (Going swimming against the tide, this K-12 Indianapolis college stresses exploration and deep understanding over rote memorization)

Clip 4: Principal Derek Pierce on Building Human relationships Between Students and Educators (What sort of Portland, Maine senior high school made human romantic relationships the building blocks of high learner achievement. )

Clip 5: Mr. D Television set 1-14-10 Building Romantic relationships With Students Mid-Year (Matter: Calling students you haven't built a marriage with. "Mr. D Television set" is a regular professor advice vlog from the writer of "I wish to Teach Forever (teachforever. com). )

Assignment:

Discussion Table: Students must send one unique comment every week in regards to each of the assigned words reading and reply to a fellow student's comments at least double every week. The responses should relate to the material the written text reading discusses. Each comment should be at least three sentences in length. The week ends Weekend at 9:00 p. m.

Week 6

Text Reading: Read

Diversity in America

Equal is not Enough - Current Issues in Inclusive Education in the Eyes of Children

Watch Video recording Clips

Clip 1: Big Thinkers: Howard Gardner on Multiple Intelligences (Edutopia revisits its 1997 interview with the Harvard University professor about multiple intelligences and new kinds of assessment. )

Clip 2: THE MAIN ELEMENT Learning Community: Cultivating Multiple Intelligences (Swimming up against the tide, this K-12 Indianapolis university emphasizes exploration and profound understanding over rote memorization. )

Clip 3: Multiple Intelligences Leave No Child Behind (Edutopia revisits Indianapolis's Key Learning Community to see how things have evolved since our first look in 2001)

Clip 4: Variety in Train For America (Listen as corps associates reflect on the importance of bringing diverse perspectives and backgrounds into the classroom. )

Clip 5: Teach For America Alums Reflect

Assignment:

Discussion Panel: Students must submit one unique comment every week when it comes to each of the assigned wording reading and reply to a fellow student's reviews at least twice every week. The commentary should relate to the material the text reading discusses. Each comment should be at least three phrases in length. The week ends Weekend at 9:00 p. m.

Final Job Due

Discussion Plank:

Students must submit one unique comment each week when it comes to each of the assigned wording reading and answer a fellow student's commentary at least twice every week. The comments should relate with the material the text reading discusses. Each comment should be at least three phrases long. The week ends Weekend at 9:00 p. m. Pacific Daylight Time

If a student works ahead during the six week course they ought to still post every week for the automatic scoring software to matter the postings.

Students are reminded to check the announcement portion of the discussion board frequently for items of interest from the faculty.

Students are also reminded to utilize the e-mail, not the discussion board, to ask questions or make reviews directed with their facilitator.

Methods of instruction: Percentage certainly Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm task 25%

Final project 30%

Discussion Board relationship (every week submissions) 10%

Participation 5%

Grading standards/system and evaluation activities:

A faculty member will be reviewing students' answers and providing responses. Students will be examined on their imagination and ability to incorporate techniques from the lecture in to the discussion board, research papers, samples, lesson ideas and instructor work examples.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will enroll in all instructional periods, complete all required activities, and field tasks.

Students who do not post in the dialogue area during the first week of school AND do not notify the instructor beforehand will be fell from the course and may be recharged a course drop fee.

University Computer Lab/Library Services

Please make reference to Section VI in the College student Handbook.

Disability Services

Please refer to Section VII in the Learner Handbook.

Due dates of major assignments and jobs:

Midterm Project DEADLINE: TBA

Final Project Due Date: TBA

Midterm Project

Design for Instruction

TWS Standard 4

The professor designs instruction for specific learning goals, pupil characteristics and needs, and learning contexts.

Task

Describe how you will design your product training related to product goals, students' characteristics and needs, and the specific learning framework.

Prompt

Results of pre-assessment. After administering the pre-assessment, analyze scholar performance in accordance with the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of learner performance relative to each learning goal. You might use a table, graph, or graph. Describe the pattern you get that will guide your instruction or modification of the training goals.

Unit overview. Offer an overview of your unit. Utilize a visual organizer such as a stop plan or put together to make your product plan clear. Are the issue or activity you've planned for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are responding to in each activity. Make sure that every goal is attended to by at least one activity and that each activity pertains to at least one goal.

Activities. Describe at least three product activities that represent a number of instructional strategies/techniques and describe why you've planned those specific activities. Inside your explanation for every single activity, include

how the content pertains to your instructional goal(s),

how the activity is due to your pre-assessment information and contextual factors,

what materials/technology you'll need to implement the experience, and

how you intend to assess pupil learning during and/or following the activity (i. e. , formative diagnosis).

Technology. Describe how you use technology in your planning and/or training. If you don't intend to use any form of technology, provide your clear rationale for its omission.

Suggested Page Period: 3 + visual organizer

Design for Instruction

Rubric

TWS Standard:

The educator designs instructions for specific learning goals, learner characteristics and needs, and learning contexts.

Rating

Indicator ‡

1

Indicator Not Met

2

Indicator Partly Met

3

Indicator Met

Score

Alignment with Learning Goals

Few lessons are explicitly linked to learning goals. Few learning activities, tasks and resources are aligned with learning goals. Not all learning goals are protected in the design.

Most lessons are explicitly associated with learning goals. Most learning activities, projects and resources are aligned with learning goals. Most learning goals are covered in the design.

All lessons are explicitly linked to learning goals. All learning activities, tasks and resources are aligned with learning goals. All learning goals are protected in the design.

Accurate Representation of Content

Teacher's use of content appears to contain numerous inaccuracies. Content seems to be seen more as isolated skills and facts rather than as part of a larger conceptual framework.

Teacher's use of content is apparently mostly appropriate. Shows some knowing of the big ideas or framework of the self-discipline.

Teacher's use of content is apparently accurate. Concentration of the content is congruent with the big ideas or composition of the discipline.

Lesson and Device Structure

The lessons within the unit are not logically organized group (e. g. , sequenced).

The lessons within the unit have some logical organization and appearance to be somewhat useful in moving students toward reaching the learning goals.

All lessons within the unit are logically prepared and appear to be useful in moving students toward reaching the learning goals.

Use of a Variety of Instruction, Activities, Assignments and Resources

Little variety of instructions, activities, tasks, and resources. Heavy reliance on textbook or sole source of information (e. g. , work bed sheets).

Some variety in education, activities, assignments, or resources but with limited contribution to learning.

Significant variety across instructions, activities, tasks, and/or resources. This variety makes a clear contribution to learning.

Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources

Instruction is not designed with mention of contextual factors and pre-assessment data. Activities and projects do not show up productive and appropriate for each student.

Some instructions has been made with mention of contextual factors and pre-assessment data. Some activities and tasks appear fruitful and appropriate for every student.

Most instruction has been made with mention of contextual factors and pre-assessment data. Most activities and assignments appear fruitful and appropriate for each and every student.

Use of Technology

Technology is inappropriately used OR tutor will not use technology, no (or unacceptable) rationale is provided.

Teacher uses technology but it does not make a significant contribution to teaching and learning OR instructor provides limited rationale for not using technology.

Teacher combines appropriate technology which makes a substantial contribution to teaching and learning OR offers a strong rationale for not using technology.

Final Project

Lesson Planning Activity

The job will contain constructing, employing, and analyzing a lesson plan that contains diversity in the school room. The student will include strategies and techniques emphasized in the course.

The project should support the following information

A explanation of the class environment (e. g. class level, student/teacher ratio, competition if known, ELL, etc. )

The proposed lesson plan, adding strategies and techniques emphasized in the KDS video presentations.

The desired or expected outcome of following the new lessons plan.

An analysis of the lessons plan and its effect on university student learning, frame of mind, etc. Performed the results match your expected results? Why or you will want to? How do you know?

The task should be considered a total of 5-7 webpages in length and include 3-5 personal references.

Use APA format

Use the typical Cover Webpage and send to your course facilitator.

All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format.

Add a Guide webpage that lists items of the creators' works cited in your document. Use APA format for the items.

Scoring Rubric for Assignment

Total Value: 100 Factors (25% of final course class)

Content of Newspaper -Value: 70 points - Copy of your lesson plan, your reflections.

Quality of Writing - Value: 20 details - Written work shows superior graduate quality in verbal appearance, attention to aspect, and correct application of the conventions of the English terminology. In students' written work, paragraphing is suitable with clear thesis statements and helping details. Sentences are obvious and concise. Students change sentence structure making use of subordinate clauses. Transitional content are being used effectively. Points and ideas are well organized. Word choice is effective. English dialect conventions are applied correctly (i. e. spelling, capitalization, punctuation, contract, pronoun usage, sentence structure).

Format - Value: 10 factors - Cover Page, Reference Page and where suitable, citations and personal references are used appropriately and consistently, with clear initiatives designed to include an array of relevant works. For just about any work demanding citations, students refer to a variety of suitable resources. All non original ideas are cited correctly and referenced in a reference point list. All works in the research list are cited in the written text. Students should follow the writing format and style as required by the APA Publication Manual, 5th Model.

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