ABrown_SupportingDiverseNeeds(Benchmark)
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Mathematics
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Jan 9, 2024
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Uploaded by angelbabe508
Benchmark – Supporting Diverse Student Needs
Ashley Brown
College of Education, Grand Canyon University
ELM 500: Child and Early Adolescent Development and Psychology
Dr. Betty Nardelli
November 8, 2023
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Benchmark – Supporting Diverse Student Needs
In the world, there is not a single person who is the same as another and we all learn
differently. As educators, it is our job to get to know the many differences our students have and
use that as an advantage to create differentiated lesson plans and activities to fit the needs of
everyone. In reading the ELM-500 case study it is explained the difference between Alicia, Sena,
and Jeremy’s cognitive, linguistic, social, emotional, and physical development. This report will
break down the various theories, strategies, and techniques that can be used to provide each child
with a proper learning experience.
Using Knowledge for Differentiation
The following students attend third grade at Oak Street Elementary School, although they
have attended for different amounts of time. They all come from varying backgrounds and are
not on the same level educationally. A differentiated learning environment will create a safe
space for each student to learn together even if the material differs. Educators should allow
students to participate in the same learning activities while changing the information being
learned based on the child’s needs.
Alicia Hernandez
Alicia Hernandez will be attending Oak Street for her third year and comes with great
recommendations from prior teachers regarding participation. She loves art and is socially active
with her classmates as well as in group settings. Although Alicia is socially excelling, she is not
meeting the mark academically and previous educators were unable to support her learning
growth though many strategies were attempted. Alicia’s math and reading skills are still below a
second-grade level.
Sena Kim
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Sena Kim is an ELL student who is attending Oak Street for her second year and comes
from a Korean-only-speaking household. Sena excels on assignments that are given in Korean
but is struggling to adapt to English coursework and oral instruction. She is not socially
comfortable but seems to be beginning to make small changes to interact with classmates. When
her assignments are given in her native language, Sena is slightly above average in reading and
well above average in math.
Jeremy Smith
Jeremy Smith is attending Oak Street for his fourth year and is a gifted student who is
completing assignments well above grade level. Jeremy has a disability and uses and wheelchair,
because of this is often feels left out in social interactions with classmates. His depression is
caused by the feelings of being different and the inability to physically participate the way his
peers can. These feelings can cause Jeremy to act irrationally and act out.
Differentiation
Knowing the differences between these students allows educators to properly assess what
lesson plans and activities are best for everyone. Group work would help all three students
become more socially comfortable with their classmates (Tomlinson, 2000). The material given
in each activity can be varied based on the level each student is at developmentally. For example,
a math activity could have simple math problems for Alicia and more complex math for Jeremy,
even though the activity itself is the same. When students work together, even if the material is
slightly different, it not only builds their confidence but allows them to strive towards higher
learning and achievement.
One of the many important factors an educator needs to take into consideration when
creating a differentiated learning plan is that students also learn differently. Although it is
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important to encourage students to do things slightly out of their comfort zone, like group work,
it is best to know in which way they learn best. If a student needs to work alone or needs hands-
on learning to make it through the areas that are most difficult to learn or understand, teachers
must be flexible to make those changes based on the student's needs (Association for Supervision
and Curriculum Development, 2020).
Developmental Strategies
Educators will be the most successful in educating a diverse population of students if they
continue to gain knowledge of the many different strategies to support them. There are many
cognitive, linguistic, social, emotional, and physical development changes that children
experience every single year. Third-grade students will be experiencing an increase in stamina as
well as in fine motor skills. Their thinking and problem-solving skills will be advancing to allow
them to start understanding material on a more adult level. Linguistic progress will allow them to
mispronounce words less frequently and begin processing the information they read rather than
reading just for fun (Morin, 2020).
One strategy I would utilize would be to encourage reading in any way possible, whether
at school or at home. At this point, students understand that we are reading to learn not learning
to read anymore. When reading is turned into something fun and useful for students it creates a
whole new pathway to knowledge for them. This also reveals possibilities for further discussion
of the information being read and personal thoughts about the information. This allows for a
deeper thought process and advanced thinking skills.
Another strategy is to make math a part of the student's everyday life and everything they
experience and encounter. When students understand that they can use math for literally
everything, they can process the information in a way that works for them. What is more fun than
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adding up the cookies on your plate or counting how many stuffed animals are in your bed?
When joy and inspiration are added into education children flourish and want to continue
learning more and more (Tomlinson, 2000). Math is typically the most difficult subject for
students so making it fun and enjoyable takes the stress and stigma away from the subject.
Lastly, an extremely important instructional strategy is to teach your students how to
listen. Keeping the attention of students and teaching them how to listen not only to their
teachers but also to those around them sets them up for success in the future. Reading aloud
regularly, playing talking and listening games, and engaging in quiet activities that foster
conversation are all ways to allow students to build this skill.
Conclusion
Humans have a natural desire to learn, and students rely on educators to create a safe, open
learning environment to encourage this. Differentiated learning is the perfect way to allow
children to learn and grow together regardless of the developmental differences they experience.
Joy and happiness in the classroom create the perfect environment to support the overall
achievements of children. If children feel that they are being supported this builds confidence
and a drive to do their best no matter what.
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References
Association for Supervision and Curriculum Development. (2020).
Inspiring differentiation.
Films on Demand. Educational video. https://fod-infobase-
com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204289&tScript=0
Grand Canyon University. (2023).
ELM-500 Case Study.
https://halo.gcu.edu/resource/c0c566cb-d197-4f3b-909c-2b109722635d
Morin, A. (2023).
Developmental milestones for second and third graders.
Understood.
https://www.understood.org/en/articles/developmental-milestones-for-typical-second-
and-third-graders
Tomlinson, C. A. (2000).
Differentiation of Instruction in the Elementary Grades.
ERIC Digest.
ERIC Clearinghouse on Elementary and Early Childhood Education
6
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