...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...Explain how understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate...
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...(May 2013). Some of the causes linked to intellectual disabilities are, infections that can be present at birth or occurring after birth. Chromosomal abnormalities such as Downs Syndrome, it could be environmental, and it can be due to trauma (May, 2013). Other factors related to intellectual disabilities are metabolic, such as hyperbilirubinemia, very high bilirubin levels in babies. Nutritional issues such as malnutrition, toxic (intrauterine expose to alcohol, cocaine, amphetamine, and other drugs), unexplained reasons is the largest category for unexplained occurrences of intellectual disability (May, 2013). Now we will look at Autism. Autism is a group of disabilities that can cause significant social, communication and behavioral challenges. (February,2015). Exact cause of autism is not known, but research has pointed to several possible factors, including genetics (hereditary), metabolic or neurological factors, certain types of infection, and problems occurring at birth. Both genetics and environment likely play a role in ASD (December 2015). Then we have multiple disabilities. People with multiple disabilities require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to them (November, 2015). No one knows the exact causes of multiple disabilities, but it could be linked to chromosomal abnormalities, premature...
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...Educating Special Needs Students Educating Special Needs Students Successful teaching, in general, calls for creativity, patience, flexibility, patience, expertise and a lot of patience. Successful teaching of special needs students magnifies the importance of these traits even more so. Mental retardation, autism, severe and even multiple disabilities, while posing additional impact and challenges on the education process for students, these issues are in no way insurmountable. Well thought out curriculum plans implemented through special policy, services, and programs are necessary to ensure that any student has every opportunity available to them for a successful education experience that will carry through beyond their student years. Mental retardation is descriptive of a disability that includes both intellectual as well as behavioral problems and until recently, was often used as a blanket statement to cover a wide variety, if not all, disabilities. In 2006, The American Association on Mental Retardation changed its name to The American Association of Intellectual and Developmental Disabilities (AAID, 2009) to reflect a change in this attitude. They state that “intellectual disability is one that is characterized by significant limits both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills (AAID, 2009). While a number of the causes of intellectual disabilities are still...
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...Differentiating Instruction Victoria Gassman Trident University Module 1 Case Assignment Mapping a route to Differentiating Instruction === In your case assignment, describe your current classroom (or, if you are not teaching, your proposed future classroom), the subject you teach, the audience (Elementary? High School? College? Military?) what type of learners might be found in your particular classroom and their possible learning styles. Based on this information discuss types of teaching strategies that might be most effective in reaching each of the learners in your classroom. Case Assignment Expectations In your response to the case, include introductory and concluding paragraphs. Submit by the end of the module. The assignment should be 2-3 pages, not counting the cover sheet and bibliography, double spaced with font size of 12. Your assignment should include a bibliography that includes at minimum the assigned website. Feel free to use other sources as you deem necessary. For information on how to properly format your bibliography for an APA style paper, refer to Citation Machine In your response to the case, include introductory and concluding paragraphs. Submit by the end of the module (2-3 pages, including references if you referred; double spaced with font size of 12). Mapping a route to Differentiating Instruction In your case assignment, describe your current classroom (or, if you are not teaching, your proposed future classroom)...
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...Resources for Technology to Differentiate Instruction Reaching and Engaging All Learners through Technology April 2013 Resources for Technology to Differentiate Instruction Technology is a practical, cost effective and flexible way to differentiate instruction. With digital media and electronic tools, teachers are easily able to adapt all aspects of the curriculum for students. They can represent information in multiple formats and media, provide multiple pathways for the learning process and means of expressing knowledge, and provide multiple ways to engage students’ interest and motivation; the three principles of Universal Design for Learning (CAST, 2002–2013). Within each of those three areas, technology can assist in customizing learning to fit students’ needs. A website created by WestEd, http://www.wested.org/cs/tdl/print/docs/tdl/home.htm, provides examples of technology to reach many of the needs students may have. The site was created to help teachers utilize technology they already have and suggest links to additional web resources which are available. It is a great portal; from this site are links to many sites with resources, suggestions, and links to even other sites. For each technology, it gives suggestions regarding how and for whom it might be used in the classroom. The technologies addressed are: digital text, audio, digital enhancement, software, visual, curricular supports, and targeted populations. The information under curricular...
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...Concern and Challenges Some of the variables that have helped in moulding management education include - the needs and preferences of customers of business education; the knowledge, skills and abilities employers expect graduates to possess; the choice of providers available to those interested in pursuing management degrees; and the resources business schools need to serve their customers (AACSB Report 2002). Mayank & Dave (2007) highlights some of the key reasons for shortage of faculty in management institutes in India are mushrooming of a large number of Business Schools, mandatory PhDs, poor remuneration, engaging in constant knowledge creation and inadequate good quality of doctoral...
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...The Importance of Number Sense in the Elementary Classroom Robyn Thomas EDU Instructor: Dr. Silvernail November 2, 2011 Abstract In today’s elementary classrooms, students are expected to think and speak on high levels of intelligence. Teachers are encouraged to set high expectations, to question and probe and to ask students to explain what they are thinking. This paper will focus on the importance of understanding numbers or possessing number sense at the elementary level. The idea that students should already have some number sense is controversial. Struggling students in today’s classroom in the area of math seem to lack a major concept, which is a basic math skill or understanding numbers. What is number sense? Number sense refers to a person's general understanding of number and operations along with the ability to use this understanding in flexible ways to make mathematical judgments and to develop useful strategies for solving complex problems. Number sense develops gradually, and varies as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms. Most children acquire this conceptual structure informally through interactions with parents and siblings before they enter kindergarten (Marshall 2010) . Other children who have not acquired it require formal instruction to do so. For example, one child may enter school knowing that...
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...ASKING USEFUL QUESTIONS: GOALS, ENGAGEMENT, AND DIFFERENTIATION IN TECHNOLOGY-ENHANCED LANGUAGE LEARNING by Joy Egbert Washington State University jegbert @ wsu.edu In his popular 1997 article, Steve Ehrmann encouraged us to ask useful questions about technology for education (Ehrmann, 1997). In the years since Ehrmann asked his questions, increased pressures from legislative bodies, educational stakeholders, and business have driven an ever-increasing influx of technology into schools; however, this is not necessarily the evil that it has been portrayed as in various media. Within classrooms the availability of technology is offering us as language teachers the opportunity to usefully question what we do and why. Although technology itself is incapable of action or thought, its presence in our classrooms and schools is helping to facilitate questions about the goals of language classrooms, conceptions of teaching and learning, and our ability to address student needs. If we ask good questions and apply the answers to use technology in effective ways, resultant changes in our thinking and our pedagogy can lead to greater student achievement This paper first asks questions about and discusses language classroom goals. It then reflects on two related, essential strategies for language teaching and learning that can help us meet these goals: engagement and differentiation. Finally, the paper provides examples of how technology can be used to engage and differentiate for our learners...
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...regards skill level, medicine administration, and composition of care plans, the LVN is more limited in scope. The LVN is not permitted to hang or push IV medications, perform admission assessments, write nursing care plans, or flush PICC/Central lines. Differences between ADN and BSN are often more subtle as regards both learning and application. Bachelor level nurses typically demonstrate a higher level of competency when dealing with patients of greater comorbidity and acuity as well as a more sophisticated approach to decision making. Medical terminology indicates comorbidity as multiple system diagnosis of disease, such as a patient with both acute renal failure and congestive heart failure. Such an individual presents a unique challenge in that blood pressure control is at risk via both systems. While both ADN and BSN may approach the nephrologist regarding use of a diuretic, the BSN will have a superior understanding regarding risks/side-affects as pertains to each system, ideal length of use, and related laboratory results to communicate to each physician specialist. This difference in ability stems, in part, from additional hours exposing them to extensive pathophysiology, pharmacology, and research involving all aspects of the profession. Acuity reflects patient stability and while list of diagnosis, patient history, and physical may contribute a more intimate knowledge of client needs, the ADN will have fewer clinical experience hours upon which to draw and apply...
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...How Children Learn To Read Krisy Green Ashford University Author Note This research assignment is being submitted on March 4, 2013 for Professor Lisa Edmunds EDU411 Reading & Cognition course How Children Learn To Read The success of a child’s educational future is dependent upon their ability to read, and without their ability to read, a person cannot enjoy all this world has to offer, such as reading about world history, reading a letter from a friend, or learning a new language. Reading unlocks doors that would otherwise be locked forever. In recent years, there has been a great deal of debates on the methods used to teach our children how to read; parents and teachers need to determine whether the whole language, phonics, or the combination of both methods is the most adequate approach for teaching children how to read. Thomas Hopkins Galluadet first developed the whole language method in the early 1800s. The method was originally developed for deaf mutes because they were completely unaware of phonetic sounds for letters. The whole language method teaches children how to read with complete words, rather than breaking them into parts or syllables. Children are repeatedly drill with simple words until they can recognize the by sight, and then they are introduce to more complicated words. The whole language approach is considered more creative and interesting for a child who is eager to learn. In a whole language learning environment...
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...Leading Through Coaching Report Malaika Brewer GCU TCH-518 – Collegial Coaching Mary K. McDonald July 17, 2012 Collegial coaching thrives off the principles of grounded instruction, professional development, and learning communities. Curriculum content and the learning environment are the premise of effective coaching. Collegial coaching has proven to be an asset to many educational institutions. It is the foundation of a teacher’s professionalism and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching...
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...Some are visual and others learn by doing. As humans we process information differently (Lever-Duffy & McDonald, 2011). Redesign EDU648 Lesson Technology helps us learn in a different way other than the traditional textbooks. Online lets us learn in a different way than the traditional brick and mortar schools. You will see my blog and see the changes made to the re-design paper with many new ways to learn through technology and how technology supports each learning styles. One size does not fit all anymore, we are a diverse world and have many different learning styles and our culture and environment reflects in our learning. Many children with learning disabilities may struggle with social situations and behavior problems. Challenges It was challenging to find the right lesson to re-design. Going back and reading each lesson took time and I was undecided what to choose. The original lesson was more about multiple intelligences and not about technology for multiple diverse learners. Most of the lessons were PowerPoint and it was difficult to re-design a PowerPoint and cover all the things I needed to include. I decided to re-design a paper that I had submitted in EDU648. Including technology and supporting the needs to diverse learners is a large subject and it was difficult to condense it down. To...
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...backgrounds are entering to the Canadian labour market, soft skills became the main differentiating component for the job seekers. “Because companies are becoming more process and system driven and because job competition has increased at all levels, there has never been a time when soft skills offer more value to the market than they do today”. According to Smith “It’s often said that hard skills will get you an interview but you need soft skills to get and keep the job. It’s no longer enough to be an expert in a field of knowledge. Competition is fierce; it’s the soft skills that make individuals stand out. Soft skills aren’t just important in the obvious positions that deal with customers. They are important for every person in an organization”. As well, Canadian employers across all sectors emphasise the significance of culture-based soft skills and professional communication regardless of the individual’s qualifications and education. In today’s rapidly changing global economy it is evident that the educational institutions are responsible for providing a comprehensive learning while increasing their students’ employability by enhancing their soft skills. According to Malhi “educational institutions worldwide are currently placing greater emphasis on enhancing graduate employability by strengthening their soft skills and adopting a more employability-oriented approach to the curriculum. According to a recent survey, almost 75% of teaching professionals indicated that...
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...many people. This afternoon I will try to deal with the subject as simply and briefly as possible, in a manner I hope you will all understand, and hopefully, put into practice. First of all, I would like to think of a philosophy of music education simply as an articulation of the values, role and place of music in education and in life as a whole. In the Preface of the PSME Curriculum Guide, “Enhancing Musical Growth in the Elementary School,” which some of you are probably familiar with, we stated that the underlying philosophy of our music education program is that it is ’”primarily aesthetic education, aimed at helping the learner develop a sensitivity to the expressive qualities of music… but also recognizing the social, ethical, psychological, physical and other values of music.” (This, I will explain at greater length later). This is in keeping with the basic philosophy of music education articulated in the PSME Workshop on “The Goals of Music Education” which was held in the Development Academy of the Philippines on November 7-9, 1975. The place and role of music education in the curriculum are expressed in the following tenets: (1) music fulfills the human need for aesthetic...
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