Teaching Diverse Learners In Any School Environment Education Essay

inform Diverse Learners In Any School Environment training EssayIn this cable, youll review relevant research, observe video discussions and prep atomic number 18room examples, and do activities on running(a) with learners who argon at different levels and who flip different learnedness abilities and approaches. At the end of this course, you leave alone better understand how to identify the various aspects of sort that affect foreign language schooling and be adapted to develop strategies for improving the learn of both savants in your classroom.You will stopake in activities will focus on how to be a draw in your school for diversity, how to assess diversity in your classroom, how to think critic exclusivelyy round new ship canal to t apiece your curriculum, and how to get diversity among school-age childs. instructors to daytime gain a broad range of experiences and perspectives by dint of working in public schools today and meet students that differ from them culturally, linguistically, and ethnically. Creating a classroom that caters to these diverse students offers a reigning vision for them to learn more in different ways, in new purlieus, and with different types of people. Every virtuoso instructor in our continuously changing and diverse system has the power to serve as an invaluable resource for all students and peers. T all(prenominal)ers will learn how to become an enabler in the classroom and in their school supply their classroom for all types of students especially because of the growing diversity in U.S. classrooms.The student will be able to persona assessment tools to utilize in your class Gain classroom tips and activities by Learn top hat practices Create an action plan to increase diversity understanding in your school both in and out of the classroom Network with different educators who atomic number 18 concerned with diversityDefine and understand impediment in the United StatesDeal with conflictSet up a classroom that caters to diversity comprise all types of studentsIncorporate University designing for LearningOnline Learning with Full Instructor FacilitationOur institution maintains an online platform that mechanically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the bestride and quality of work the students fork everyplace, including the threaded discussions, and will provide feedback and evaluate the midterm and final shake offs. work work every hebdomad Online rile AssignmentsWeek 1 school textual matter Reading ReadBUILDING CREATIVITY AND COLLABORATION IN diverse schoolroomSCritical Issue Educating T all(prenominal)ers for mixed bagInsensitivity to Physical, Racial, or Ethnic DifferencesAnswer Questions (Open Ended)Describe the cultural, linguistic, and/or ethnic diversity in your classroom. How do you draw on this diversity to promote s chooling?What learning styles seem to predominate among your students (for example, auditory, visual)? How do you accommodate those learning styles? take care motion-picture show ClipsClip 1 Bank track College of nurture Empowers New Teachers (This old college is teaching aspiring educators new tricks, with a focus on experiential learning, classroom immersion, and mentoring)Clip 2 10 Big Ideas for Better Classrooms Striving to Improve Public Education (Using Student examples Successful examples of key elements in improving public education Project-Based Learning, Technology Integration, Integrated Studies, conjunct Learning, Comprehensive Assessment, Emotional Intelligence, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources)Clip 3 CREDE Principles Applied to the Re-Invention of Teacher Preparation(Marty Alberg University of Memphis This presentation provides an overview of the application of CREDE principles at three levels 1.) The Universit y of Memphis teacher preparation classroom 2.) Middle school classrooms in Memphis, TN through the Three Rs Program and 3.) The state of Tennessee through the Problem Based Learning comp unmatchablent of the Tennessee instrument embellish of Regents Teaching Quality Initiative. As do CREDE?based strategies, problem?based approaches to teacher preparation engage pre?service teachers in learning opportunities that challenge their cognitive and problem solving skills promote learning through cooperation and teamwork connect teaching with real?world student experiences, skills, and educational consumes and facilitate learning through meaningful, productive activity. Participants will experience problem? based pedagogy through sample cases developed for teacher preparation in Tennessee.)Assignment banter table Students essential subscribe one unique signalise each calendar week in regards to each of the appoint text exercise and resolve to a associate degree students an nona tes at least twice each week. The comments should affect to the veridical the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 2Text Reading ReadLinguistic and Cultural Diversity Building on Americas StrengthsPreparing teachers for children in poverty the Nashville district picks up the mantle for qualified bidding in fantabulous-needs schoolsSchool lead and Student Motivation.Answer Questions (Open Ended)If you are familiar with the concepts of the multiple intelligences theory, what steps have you taken to incorporate them in your teaching?In multilevel classes or ones in which proficiency levels are quite varied, how have you severalize instruction for the range of exploit levels?Watch Video ClipsClip 1 Teacher and Student Education In Diversity, part 1Clip 2 Teacher and Student Education In Diversity, part 2Clip 3 UDL Guidelines in Practice ordinate 5 Language Arts (A panel of UDL experts takes you inside a diverse urban school to show master teachers applying the principles and guidelines of UDL.)Clip 4 outdo Practices through Universal Design for LearningClip 5 An Introduction to Integrated Studies (Combining academic subjects produces deeper learning and a better understanding of the interrelationships between them)AssignmentDiscussion wag Students essential submit one unique comment each week in regards to each of the charge text reading and reply to a fellow students comments at least twice each week. The comments should plug into to the poppycock the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 3Text Reading ReadDIVERSITY AND COMPLEXITY IN THE CLASSROOMDisaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science PerformanceEducating Students from Generational Poverty Building Blocks from A to ZFramework for Understanding PovertyAnswer Questions (Open Ended)Have you taught special needs students in your classroom? If so, how did you respond to the instructional challenges that they posed? In your experience, how can learning disabilities or learning differences affect learning in a foreign language classroom?What school resources have you found to be right-hand when you are faced with devising an accommodation that you have non had to grant beforeWatch Video ClipsClip 1 Working With Students From the ending of Poverty (In their Classroom Instruction That Works research, McREL and Robert Marzano identified guild strategies that can be applied in all learning environment and result in significantly increased student learning. When work throughed consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests.)Clip 2 Working With Students From the Culture of Poverty 2 (Although most educators are familiar with the Classroom Instruction That Works research, teacher s still need help transferring the theory into practice.)Clip 3 Children in Americas Schools clip1 open (Poverty in the classroom)Clip 4 Children In Americas Schools clip2 Poverty (Poverty in the classroom)Clip 5 Children in Americas Schools Clip 3(Poverty in the classroom)AssignmentDiscussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Midterm Project DueWeek 4Text Reading ReadDiversity is a Key To Reducing Racial Bias in SchoolsDiversity Reduces Racial Bias in SchoolsStrengthening Teacher-student relationshipsWatch Video ClipsClip 1 High-Performing, High-Poverty SchoolsClip 2 Challenging Poverty ( around schools have over 75% of their students living in poverty. Many students are homeless. They ma y demote alternative housing or simply couch hop with friends or relatives)Clip 3 Challenging Teachers (Teachers and students talk about challenges in the classroom.)Clip 4 Challenging Coursework (Students need challenging coursework to recrudesce them for higher education. High Schools and nonprofits have programs that help lower income students prepare for college.)Clip 5 Challenging frame (Minnesota used to be one of the top states in education. That is not true today. And the expectations of what education needs to provide for students futures are more challenging than ever.)Clip 6 Challenging Peers (Peers can help each other succeed or fail. Education is seen by some to be not cool. Some black students happen doing well in school is white so they dont fully participate. Sometimes students can change to a different school or find their own way to succeed.)AssignmentDiscussion Board Students must submit one unique comment each week in regards to each of the assigned text read ing and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 5Text Reading ReadWhen teachers build relationships with studentsWatch Video ClipsClip 1 Learning on Purpose Transforming a Good School into a Great School (Wall-to-wall career academies and a transition program for ninth graders have helped create an environment at this Texas high school in which rigorous, relevant education inside and outside of the classroom is the average for all students.)Clip 2 Teaching Students to Work Together (Integrated curricula, team teaching, and technology tools have construct up the academic achievement and self-esteem of these rural Louisiana middle school students.)Clip 3 The Key Learning Community Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration a nd deep understanding over rote memorization)Clip 4 Principal Derek Pierce on Building Relationships Between Students and Teachers (How a Portland, Maine high school made human relationships the building blocks of high student achievement.)Clip 5 Mr. D TV 1-14-10 Building Relationships With Students Mid-Year (Topic Reaching out to students you havent built a relationship with. Mr. D TV is a weekly teacher advice vlog from the author of I Want to Teach Forever (teachforever.com). )AssignmentDiscussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 6Text Reading ReadDiversity in AmericaEqual is not Enough Current Issues in Inclusive Education in the look of ChildrenWatch Video ClipsClip 1 Big Think ers Howard Gardner on Multiple Intelligences (Edutopia revisits its 1997 interview with the Harvard University professor about multiple intelligences and new forms of assessment.)Clip 2 The Key Learning Community Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization. )Clip 3 Multiple Intelligences Leave No Child Behind (Edutopia revisits Indianapoliss Key Learning Community to see how things have changed since our first look in 2001)Clip 4 Diversity in Teach For America (Listen as corps members reflect on the importance of bringing diverse perspectives and backgrounds into the classroom.)Clip 5 Teach For America Alums ReflectAssignmentDiscussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discu sses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Final Project DueDiscussion BoardStudents must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m. Pacific Daylight TimeIf a student industrial plant ahead during the six week course they should still post every week for the automatic hit software to count the postings.Students are reminded to check the announcement section of the discussion board frequently for items of arouse from the faculty.Students are also reminded to use the email, not the discussion board, to ask questions or harbour comments directed to their facilitator.Methods of instruction Percentage of Course CreditVideo Lectures 20%Textbook/Articles Readings 10%M idterm project 25%Final project 30%Discussion Board interaction (weekly submissions) 10%Participation 5% grade criteria/system and evaluation activitiesA faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.University Grading CriteriaGrade Equivalent97-100% A+93-96% A90-92% A-87-89% B+83-86% B80-82% B-77-79% C+73-76% C70-72% C-69% or to a lower place UAttendance/ParticipationIt is expected that students will attend all instructional sessions, complete all compulsory activities, and field assignments.Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.University Computer Lab/Library goPlease allude to Section VI in the Student Hand book.Disability ServicesPlease refer to Section VII in the Student Handbook.Due dates of major assignments and projectsMidterm Project Due project TBAFinal Project Due Date TBAMidterm ProjectDesign for InstructionTWS Standard 4The teacher be afters instruction for specific learning goals, student characteristics and needs, and learning contexts.TaskDescribe how you will design your unit instruction related to unit goals, students characteristics and needs, and the specific learning context.PromptResults of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make for sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.Activities. Describe at least three unit activities that reflect a diverseness of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, includehow the bailiwick relates to your instructional goal(s),how the activity stems from your pre-assessment information and contextual factors,what materials/technology you will need to implement the activity, andhow you plan to assess student learning during and/or pastime the activity (i.e., formative assessment).Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.Suggested Page Length 3 + visual organizerDesign for InstructionRubricTWS StandardThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. rank Indicator 1Indicator Not Met2Indicator Partially Met3Indicator Met tallyAlignment with Learning GoalsFew lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design. to the highest degree lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design. each lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design.Accurate image of topicTeachers use of content step ups to contain numerous inaccuracies. Content seems to be viewed more as dislocated skills and facts rather than as part of a larger conceptual structure.Teachers use of content appears to be in general accurate. Shows some awareness of the big ideas or structure of the discipline.Teachers use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.Lesson and Unit StructureThe lessons within the unit are not logically organized organization (e.g., sequenced).The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.Use of a Variety of Instruction, Activities, Assignments and ResourcesLittle variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or singl e resource (e.g., work sheets).Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.Use of Contextual Information and information to Select Appropriate and Relevant Activities, Assignments and ResourcesInstruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student.Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student.Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student.Use of TechnologyTechnology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.Final ProjectLesson Planning ActivityThe project will consist of constructing, implementing, and evaluating a lesson plan that incorporates diversity in the classroom. The student should include strategies and techniques emphasized in the course.The assignment should contain the following informationA description of the classroom environment (e.g. grade level, student/teacher ratio, race if known, ELL, etc.)The proposed lesson plan, incorporating strategies and techniques emphasized in the KDS video presentations.The desired or expected emergence of following the new lesson plan.An evaluation o f the lesson plan and its effect on student learning, attitude, etc. Did the results match your expected outcome? Why or why not? How do you know?The assignment should be a agree of 5-7 pages in length and include 3-5 references.Use APA formatUse the standard stretch Page and submit to your course facilitator.All assignments are done in 12 pt. Times New Roman suit and in APA, 5th Edition format.Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items.Scoring Rubric for AssignmentTotal Value 100 Points (25% of final course grade)Content of Paper -Value 70 points Copy of your lesson plan, your reflections.Quality of Writing Value 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students scripted work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and co ncise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word superior is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).Format Value 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a huge range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Studentsshould follow the writing format and style as required by the APA Publication Manual, 5th Edition.