Task 2: Teaching Diverse Learners
A1
. I used a diverse range of materials and visual aids to support the student
with dyslexia in learning the geometry terms. I used color-coded flash cards to introduce the vocabulary words: right angle, acute angle, and obtuse angle. Initially, Emily had trouble pronouncing the word “obtuse,” so I underlined the letter “b” in the word and related it to the word bigger. This helped Emily make the connection that obtuse had the letter “b” in it rather than the letter “d.” I also incorporated real life examples for each of the types of angles that I introduced. I showed a notebook for a right angle, a clothes hanger for an obtuse angle, and a pair of scissors for an acute angle. Relating the types of angles to objects we can find around us helped Emily make connections and better understand the differences between the angles. A2
. One thing I would do differently in my future classroom would be to reduce the amount of direct instruction time. I could tell that at moments during my direct instruction, some students were losing interest and getting bored. To increase student interest and participation, I would prepare more questions and interactive activities. I would also pause my direct instruction to incorporate more discussions that allow students to share their ideas and learn from peers. By shifting to a student-centered approach, I am hoping that students feel more motivated to participate in the learning process.
