Teach Diverse Learners Essay
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Liberty University *
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Course
510
Subject
Arts Humanities
Date
Dec 6, 2023
Type
docx
Pages
6
Uploaded by brooksa6
Instructional Overview
Class Details:
In my second-grade class at RES Elementary School, diversity is the cornerstone of our learning
community. Comprising 24 students, each brings a unique set of backgrounds, abilities, and
experiences, creating a rich background of perspectives within the classroom. Our commitment
to inclusivity extends beyond the confines of the classroom and showcases the school culture that
values and celebrates diversity.
Selected Standard:
The Virginia Math Standard 2.NS.2 serves as the guiding star of our curriculum. This standard
propels students into the complex world of the base 10 number system, challenging them to
navigate and manipulate whole numbers up to 999. It represents a crucial building block for their
mathematical journey, laying the foundation for future mathematical concepts and problem-
solving skills.
Integration Area: Represent
Choosing the integration area of "represent" aligns seamlessly with our objective of making
abstract mathematical concepts tangible. Through a combination of hands-on activities and
visual aids, I aim to engage students in a dynamic exploration of the base 10 number system.
This approach not only facilitates a deeper understanding of mathematical concepts but also
promotes engagement and critical thinking.
Gifted Learners
Research-Based Strategies:
a. Enrichment Projects: For our gifted learners, intellectual stimulation goes beyond traditional
boundaries. Enrichment projects, such as creating intricate three-dimensional models to represent
numbers in the base 10 system, serve as a pathway to unleash their creativity and analytical
prowess (Jones & Hébert, 2022). These projects not only align with the selected standard and
integration area but also provide an avenue for gifted students to delve into complex
mathematical explorations.
b. Flexible Pacing: Acknowledging the diverse learning needs within my class, I implement
flexible pacing for gifted learners. This strategy allows them to explore advanced concepts at
their own pace, ensuring a continuous state of engagement and challenge (Hunter & Miller,
2022). By providing a learning environment that adapts to their accelerated learning styles, we
empower gifted students to maximize their potential.
Characteristics of Gifted Learners:
Gifted learners exhibit characteristics such as rapid comprehension of new concepts, a thirst for
intellectual challenges, and heightened creativity (Jones & Hébert, 2022). Understanding and
leveraging these traits are crucial in crafting an educational experience that caters to their unique
needs and aspirations.
Struggling Learners
Research-Based Strategies:
a. Manipulatives and Visual Aids: Catering to the needs of struggling learners, I emphasize
manipulatives and visual aids. These tools provide struggling learners with tangible
representations of abstract concepts within the base 10 system, making the learning experience
more concrete and accessible (Allison & Rehm, 2020). By incorporating physical objects and
visual stimuli, we address the specific needs of struggling learners and enhance their
understanding.
b. Peer-Assisted Learning: Collaboration becomes a cornerstone for struggling learners. Through
peer-assisted learning, I create a supportive environment where students can learn from one
another. This not only reinforces their understanding of the base 10 system but also fosters a
sense of community within the classroom (Burke et al., 2018). Struggling learners benefit from
the varied perspectives and support provided by their peers.
Characteristics of Struggling Learners:
Struggling learners often require additional time for mastery and benefit from varied
instructional approaches (Allison & Rehm, 2020). Recognizing these characteristics informs our
approach, ensuring that I provide multiple avenues for understanding and accommodating
diverse learning styles.
English Language Learners (ELL)
Research-Based Strategies:
a. Visual Supports and Realia: To bridge language gaps, visual supports, and real-world objects
take center stage in our approach for ELL students. Incorporating visual aids and tangible
representations of the base 10 system, such as realia, allows ELL students to connect language
with concrete experiences (Grapin et al., 2021). This multisensory approach transcends language
barriers, making mathematical concepts more accessible.
b. Language Scaffolding: Recognizing the pivotal role of language development, I implement
language scaffolding techniques. Simplified instructions, graphic organizers, and focused
vocabulary development support ELL students in navigating the linguistic complexities
associated with the base 10 system (Arrington, 2013). This strategic language support fosters a
deeper understanding and facilitates language acquisition.
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Characteristics of ELL Students:
ELL students, facing challenges in understanding complex language structures, thrive when
provided with visual and contextual support that transcends language barriers. By tailoring my
strategies to their linguistic needs, I create an inclusive learning environment that promotes
language development and mathematical comprehension.
Students Impacted by Trauma
Research-Based Strategies:
a. Trauma-Informed Practices: The creation of a safe and supportive environment is paramount
for students impacted by trauma. Trauma-informed practices, such as establishing clear routines
and employing positive reinforcement, significantly contribute to a sense of security within the
classroom (Arrington, 2013). These practices create a foundation for emotional well-being,
fostering a positive learning experience.
b. Flexible Learning Paths: Recognizing the diverse needs of trauma-affected students, one can
offer flexible learning paths and alternative assessments. Providing choices and autonomy allows
these students to regain a sense of control over their learning experiences (Arrington, 2013). By
accommodating their unique needs, educators can strive to create an environment that promotes
healing and academic success.
Characteristics of Trauma-Impacted Students:
Students impacted by trauma often exhibit symptoms such as difficulty concentrating and
heightened stress responses. Acknowledging and addressing these characteristics informs our
teaching approach, ensuring that we prioritize emotional safety and offer flexibility to support
their healing process.
Conclusion
In conclusion, an educator's many ways to approach teaching the base 10 number system reflect
a commitment to inclusivity and educational equity. By exploring the diverse needs of our
students, we've embraced research-backed strategies tailored for gifted learners, struggling
learners, English Language Learners, and those impacted by trauma. Through this
comprehensive framework, teachers can strive to create a learning environment where every
student not only grasps mathematical concepts but also flourishes academically and emotionally.
The incorporation of visual supports, hands-on activities, collaborative learning, and trauma-
informed practices aligns with contemporary research and best practices. As I reflect on the
strategies presented in this essay, it becomes evident that differentiation is not just a pedagogical
necessity but a moral imperative. Education is not one-size-fits-all; it's a dynamic process that
requires adaptability to cater to the unique strengths and challenges of each student.
As we envision the future of our classrooms, we recognize the importance of ongoing
professional development and collaboration among educators to refine and expand our toolkit of
instructional strategies. By consistently integrating research-backed methods and staying attuned
to the evolving needs of our diverse student body, we can foster an inclusive, empowering, and
enriching educational experience for all.
References
Allison, B. N., & Rehm, M. L. (2020). Teaching Strategies for Diverse Learners in FCS
Classrooms. Journal of Family and Consumer Sciences, 99(2), 8.
Arrington, N. M. (2013). Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse
Learners: Capturing Young Students' Attention through a Read-a-loud and Music. The Journal of
Scholarship of Teaching and Learning, 23(2) https://doi.org/10.14434/josotl.v23i2.33527
Burke, M. D., Hagan, S. L., & Grossen, B. (2018). What Curricular Designs and Strategies
Accommodate Diverse Learners? Teaching Exceptional Children, 31(2), 34.
Grapin, S. E., Llosa, L., Haas, A., & Lee, O. (2021). Rethinking instructional strategies with
English learners in the content areas. TESOL Journal, 12(2), n/a. https://doi.org/10.1002/tesj.557
Hunter, J., & Miller, J. (2022). Using a Culturally Responsive Approach to Develop Early
Algebraic Reasoning with Young Diverse Learners. International Journal of Science and
Mathematics Education, 20(1), 111-131. https://doi.org/10.1007/s10763-020-10135-0
Jones, J. K., & Hébert, T. P. (2022). Engaging Diverse Gifted Learners in U.S. History
Classrooms. Gifted Child Today Magazine, 35(4), 252-261.
https://doi.org/10.1177/1076217512455476
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