Strategies for Meeting the Needs of All Learners in Your Classroom

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Dr. Laura McLaughlin Taddei. Strategies for Meeting the Needs of All Learners in Your Classroom. What is your learning style?. Share with someone next to you the way you learn best. Video on learning styles - Learning Style - Which one are you? - PowerPoint PPT Presentation


<ul><li><p>Dr. Laura McLaughlin Taddei</p></li><li><p>Share with someone next to you the way you learn best.Video on learning styles - Learning Style - Which one are you?For this activity, you will need three pieces of blank paper and a pen or pencilDiscuss with a partner your learning style</p></li><li><p>The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson &amp; Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.Excerpt from</p></li><li><p>Handout - Purcell, T. Differentiating Instruction in the preschool classroom. group activity What do teachers need to know? What are some practical suggestions for differentiating instruction? Other comments or ideas</p></li><li><p>Please take five minutes with one or two people next to you and write down the tools you would use.Discuss the tools in the whole groupWhat will these tools help you to do?</p></li><li><p> DAP content and outcomesDeveloped and Reviewed through inclusive practicesImplementation and assessment practices that support children through ethical, appropriate waysSupport for early childhood professionals and families</p></li><li><p>Child initiated learning examples children choose the activity and the actionDirect teaching not all play experiences lead to meaningful learning (Dodge, D, Colker, L. &amp; Heromen, C., 2002) Examples? Importance of implementing large and small group activities Interacting with children to promote learning open-ended questions; scaffolding; observation and assessment; modeling</p></li><li><p>Small group activity each group will come up with ways to differentiate instruction to meet the needs of either:A child who is giftedA child who is struggling with learningA child whose first language is not EnglishUse your standards -</p></li><li><p>Stock interest areas with interesting and challenging materialsFollow the childs interestsTeach to the childs strengthsHave realistic expectationsAlways remember people first gifted children are children first(Dodge, D., Colker, L. &amp; Heromen, C., 2002, p. 179-180)</p></li><li><p>Find out as much as you can about the child through parents and also observationsUse clear visual cuesUse transition cuesUse peer buddiesEncourage active participationUse visual and tactile propsAssess and document and also identify supports that may help the child</p></li><li><p>Learn some words in childs languageUse concrete objects and gesturesUse objects and hands-on experiencesOffer encouragementUse pictures and gesturesEstablish a classroom communityCreate a language-rich environmentInvolve families as much as possible(Dodge, D., Colker, L. &amp; Heromen, C., 2002, p. 179-180)</p></li><li><p>Parents are first and most important teachers to their childExchange information about child development and their childs specific needsWhat are some questions you might want to ask a parent? Strong relationships are built through informal relationships</p></li><li><p>Purcell, T. Differentiating Instruction in the preschool classroom., P. Understanding learning styles.</p><p>State standards, NAEYC DAP position statement, individual child assessments/observations, parent feedback and other teacher feedback. Provide a view of what needs to be taught, the expected benchmarks for students, the instructional plans, and how students will be assessed*Use term disability rather than handicapUse term typical or children without disabilities instead of normalDescribe a child using a wheelchair instead of wheel-chair bound or confinedTalk to children about concerns they may have so they do not develop misconceptionsChildren of different abilities can find alternative ways to play be ready to share suggestionsIf teasing occurs, talk to both children about their feelings and let them know that everyone is accepted and respected in your classroom</p><p>*</p></li></ul>


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