Literacy Reform: Supporting Diverse Learners One Classroom at a TimeDr. Barbara Honchell - University of North Carolina WilmingtonDr. Sandy Jones - St. Andrews Presbyterian College

Background

Teachers need to have more understanding about various diverse populations of students toaddress discrepancies in student performance.

Diverse Learners are:

Those who do not learn like a “typical” child Not from the mainstream or majority culture Those whose home or native language or dialect is not that of the majority

Academic Descriptors of Diverse Learners

Linguistically diverseLimited English proficientEnglish language learnersExceptional children

Subgroups as defined by No Child Left Behind Legislation

Low SES Gender Race Exceptionalities ESL

The Definition is not as important

as the responsibility to teach ALL children

We cannot change the factors that create diversity,

we can only teach to support learning.

DATA from US Census ReportBetween 1970 and 1990 there were

more newcomers to the US than in any other time in its history

Projections suggest this trend will continue until 2050

The number of African American people living in the US has increased by 22%

The number of Hispanic people living in the US has increased by 58%

Schools belong to all children

Children Come to School Regardless of ….

GenderSESPhysical or

Mental Disabilities

We are obligated to fulfill our commitment to teach

all children

Teachers Need ….Knowledge of child developmentKnowledge of the literacy

understandings of each child Knowledge of instructional

methodsKnowledge of literacy practices

in students’ homes The capacity and discretion to

adapt instruction for each child

Leadership that offers high levels of support for both teachers and the school community

It Makes All the Difference

Classroom Literacy AssessmentActivity 1

Potential changes to support diverse learners

Use a different lens

A “REAL” SCHOOL in the Change Process: An Example

Demographics

K-5 School 193 Children Some White Some Black Some Hispanic Some Economically and

Educationally Disadvantaged School-wide Title I

Principal’s Journal

Journal Entry 1

“I’m wondering how I can teach all of them when it seems they are all so different?” (Teacher)

Journal Entry 1 continued….

“I immediately saw the reason for concern as I observed 22 children.” (Principal)

Observation

• 2 Identified for Exceptional Children

• 3 Students Language Deficient• 2 Who received speech services• 5 Who wanted help from the

teacher• 1 Who couldn’t sit still• 4 Who finished working very

quickly• Others who were “typical”

Journal Entry 2We talked at length…

Three Ideas for Change:

A clearly defined block of uninterrupted literacy instruction

Small Group Instruction For ParticularPurposes

Individual Conferences To Monitor Progress

NEW PLAN

New Focus

Journal Entry 3

Focus of discussion

• Power of Assessment• Push In vs. Pull Out• Professional Learning• Differentiated Materials• Early Intervention

A Vision for Literacy Instruction for all Children

Quality Classroom Instruction

ProfessionalDevelopment

Early Intervention

ResearchResearchAssessmentAssessment

DataData

Journal Entry 4

The Word Spreads

Colleagues Visit

Collaborative Planning

Sharing Ideas

Experts at work

Essential Considerations

School communities responsive to academic diversity will not happen at random, by default or haphazardly (Tomlinson, 1999)

Focusing on academic diversity is both demanding and complex

Even with thoughtful planning, change:

Disrupts a sense of comfortDisturbs routinesRequires work

Responsive Leadership Helps Others Work through the Passages of Change

Classroom Literacy Assessment

Support needed to implement changes effectively

Change Promotes

Problem Solving Creativity Development of New Practices Professional Growth

It all comes down to risk-taking!

Academic Diversity: The Focus for Every Aspect of School Life

As each learner enters school, there must be caring teachers and leaders to embrace their diversity, meet their needs, and work together for an enriched school community. ( Honchell & Jones, 2008)

Resources

Honchell, B. , & Schulz, M. (Eds.). (2007). Literacy for diverse learners: Finding common ground in today’s classrooms. Norwood, MA: Christopher-Gordon.

Honchell, B, & Jones, S,. (2008). Compelling reasons for school change. Pennsylvania Reads, Vlll(ll), 14-21.

Note: All photos are clipart