ACTION RESEARCH PROJECT FOR DIVERSE LEARNERS
EFFECTIVE CURRICULUM AND INSTRUCTIONAL DESIGN APPROACHES FOR DIVERSE LEARNERS
Identifying Diverse Learners’ Needs
Just as every student is unique and different, so is each student’s learning needs. Not all students can learn with the same instructional method given to a whole class. Teachers should do their best to recognize who diverse learners are and how they can provide accommodation to their differential learning by providing students with an atmosphere that is conducive to learning. If a student feels uncomfortable, insecure, or not respected, then their odds of success in that class dramatically diminish (NDT Resource Centre, 2019).
Having a diverse group of students simply means recognizing that all the people are exceptional in their own way. Their differences could consist of their reading stage, physical ability, cultural background, character or religious beliefs (NDT Resource Centre, 2019). Diverse learners can also comprise students from racially, ethnically, culturally, and linguistically diverse families and communities of lesser socioeconomic class. (Cole, R. W., 2008).
STUDENT-CENTERED INSTRUCTIONAL METHODS
NEA National Education Association’s “Diversity Toolkit for ELLs” (2019) states several ideas to help school’s support ELL’s needs.
Their strategies are:
A research-based process for the effective teaching of ELLs
Curriculum design and lesson planning based on sound pedagogical principles, practices, and high standards
Strategic methods to employ for making grade-level materials and resources comprehensible for ELLs
Research-based training on theory, culture, diversity, social status, and policy of language acquisition
Training, technical assistance, and/or funding for programs and services for ELL students
Diverse Learner Strategies
Multimodal learning is the ability to learn in a variety of ways. Some ways students can learn best could be with pictures, illustrations, audio tools, writing, and painting, through music, dance, or movement. To provide a well-rounded lesson, teachers should aim to combine two or more multimodal learning modes together. Since school environments have diverse student populations with a wide variety of learning styles, a multimodal approach helps each student achieve academic success in their own way (Kennedy, L. 2019).
Multimodality supports a universal design for learning by communicating concepts in the most effective ways and making sure everyone gets exactly what they need (Kennedy, L. 2019). For example, including the combination of reading and listening with text and audio, or using pictures with animation is a great help for students whom need extra assistance.
Multimodal Learning Strategies
The chart below outlines strategies for educators to support learning styles (Kennedy, L. 2019):
Learning Style Strategies
Visual
Textbooks with pictures and diagrams
Slideshows and videos
Organizers-flowcharts and graphs
Concepts and illustrations
Color-coded work
Use of art and models
Auditory
Reading texts and passages
Repeating concepts
Content with video, podcasts and songs
Reviewing assignments and tests
Group discussions
Test taking in a variety of areas to be able to read out loud
Having speeches, shows, or presentation projects
Reading and Writing
Using written explanations and more to explain information
Having students create and use notes
Sorting concept
Kinesthetic/Tactile
Using the body to make gestures to explain concepts
Using real life situations
Field trips
Have hands-on experiments
Let students move around or take breaks when working
Teacher Perceptions:
Teachers have a great responsibility to help educate all learners placed before them. Not all learners come into the classroom with the same characteristics. Each student is special and unique bringing in a variety of strengths and weaknesses. Also each student may have diverse needs which can set them apart from their peers.
Teachers should educate themselves on diversity and how they can identify diversity needs and support in their lesson plans. The first step is awareness, the second step is action.
Modifying ones lessons after careful reflection to support diverse learners can bring a strong sense of fulfillment for teachers. And most importantly, all students can reap the benefits of diverse instructional practices to see that diverse learning experiences can be made to take care on all- as each student is exceptional and worthy of it.
Classroom Management Techniques:
Classroom management can be just as important as a school’s curriculum. Without one, the other cannot run smoothly.
“Well-organized classroom management plans establish the parameters for the physical, social, emotional and intellectual environments of the classroom. The classroom climate teachers establish for themselves and their students greatly affects the learning process.”(Cobbold, C., & Boateng, P., 2016)
To become some of the most professional and experienced teachers in today’s classrooms, a teacher should have educated one’s self on the most effective classroom management practices that will help a room full of students learn at their best, and make each of the days lessons flow easily into one another.
Differentiated Classroom Management Techniques for Diverse Learners and Recommended Culturally Relevant and Consistent Classroom Routines
After having read the work entitled, “Experiences of Kindergarten Teachers Implementing Instructional Practices for Diverse Learners” (Hughes, M. T., & Valle-Riestra, D. M., 2007), the following practices have been noted from a survey of instructional practices recommended to help diverse learners in the classroom. Ninety-seven kindergarten teachers took part and rated the following practices they use in their classrooms.
Teacher Practices and Management Techniques:
Establishing appropriate routines, adjusting the physical arrangement of the room, implementing developmentally appropriate curricula, adapting classroom materials, adjusting the teaching style to individual needs of the student and one on one instruction
Social Skills Development Techniques:
Implementing behavior plans, teaching the student positive social behaviors, encouraging all students to respect and include diverse students, plan activities so the students can succeed, pair and group students with non-disabled peers, and help students deal with appropriate feelings and emotions.
Curricula and Assessment Techniques:
Maintaining a portfolio, monitoring a student’s understanding, using technology as a learning tool in the classroom, and revising curricula to build on a student’s prior knowledge
Working with Family and Support Staff Techniques:
Establishing routines of communication with parents, educating parents about developmentally appropriate education and communicating with special education professionals
Student Engagement Positively Impacts Classroom Management
The website article, “Top 12 Classroom Management Do’s and Don’ts” (Gabriel, J. G., 2019) again also offers several ideas for students engagements in classroom management decisions that positively affect learning outcomes.
Establishing rapport with students by getting to know them is helpful. Ask questions and learn about the students as unique individuals. Also tips such as simply saying hello or goodbye to students before and after lessons is beneficial. This helps the teacher come out from behind the desk and show the student they are interested in them and their learning.
Allowing students to take part in creating classroom rules that will help them learn in the classroom, supports the student’s educational atmosphere. This gives the students a voice to control their environment and ownership of their learning needs.
Utilizing proximity when students struggle is a high support technique. Coming closer to a student and showing them one is concerned and there for their learning to help, is a boost to their well being. This shows the student the teacher cares and wants to be a part of closely working with the student to help them succeed either by working through assignments side by side or comforting them when they feel lost or need help.
Lesson Plan Development Strategies:
Sias, C. M.,, Nadelson, L. S., Juth, S. M., and Seifert, A. L. (2017) conclude there are nine specific elements that should be included for best lesson plan practices:
Student centered learning,
Place based learning,
Curriculum integration,
Integration of instructional technology,
Project based learning,
Family involvement,
Inquiry,
Core STEM Practices and
21st Century Skills.
Guido, M. (2017) adds in his work “15 Culturally Responsive Teaching Strategies” the following:
Learn about your students,
Interview students,
Integrate relevant word problems,
Present new concepts by using student vocabulary,
Bring in guest speakers,
Deliver different forms of content through learning situations,
Gamify lessons,
Call on each student,
Use media that positively depicts a range of cultures,
Offer different types of free study time,
Encourage students to propose ideas for projects,
Experiment with peer teaching,
Establish cooperative base groups,
Run problem based learning scenarios and
Include parents with take home letters.
“The appreciation of traditions, history, and customs help us understand similar cross-cultural experiences that unite all people.” (Carroll, Jeri A., Kear, Dennis J. ,1993 p7).