modifications and strategies for diverse...

© Educational Leadership Lamar University 1

Modifications and Strategies for Diverse Learners

EDLD 5388/PEDG 5367 Diverse Learners

E. Jane Irons, EdD, Professor, Educational Leadership Nancy Leffel Carlson, PhD, Assistant Professor, Professional Pedagogy

Lamar University


Steps For Modifying The Curriculum 1. Can the student do the same activity at the same level as peers? (e. g.. spelling) If not,

2. Can the student do the same activity but with adapted expectations? (e. g. fewer words)

If not,

3. Can the student do the same activity but with adapted expectations and materials?

(e.g. matching words to pictures?) If not,

4. Can the student do a similar activity but with adapted expectations? (e.g.

words that are functional and in the student’s daily environment?) If not,

5. Can the student do a similar activity but with adapted materials? (e. g. computer spelling program)

If not,

6. Can the student do a different, parallel activity? (e. g. learn a computer typing program, learn word processing with a spell checker, write or put pictures in a journal)

If not,

7. Can the student do a different activity in a different section of the room? (e.g. water the plants, file for the teacher)

If not,

8. Can the student do a functional activity in another part of the school? (e.g. help the librarian, office staff, coach or kitchen workers to perform their duties.)

Steps For Modifying The C

urriculum


Questions to ask about the student’s abilities • What can this student do during this lesson? • Can the student participate in this activity the same as the typical student?

• EXAMPLE: painting for creative expression, listening during music class? • Can the student participate in this activity, but with adapted materials or expectations?

• EXAMPLE: fewer math problems, reading a magazine not a book. • Can the student participate in this activity, but work on embedded skills in the areas of

communication, motor, or social skills?

• EXAMPLE: making choices, using a communication book, supported standing. • Can the student be with the group, but work on an activity that fulfills a different purpose?

• EXAMPLE: using a switch to activate a tape recorder during reading group. • Can the student work in another part of the room on a task that is related to his/her

educational priorities?

• EXAMPLE: class job, computer time • Can the student do an out-of-class activity that is relevant to educational priorities and to

classroom expectations?

• EXAMPLE: class or school errands, assist with activities in the library

Questions to ask about the student’s abilities


Specific accommodations for students with diverse learning needs:

Extended Time For Assignment Completion Students with learning problems often work at a different speed than peers. It frequently takes them more time to complete work with accuracy. When students with diverse learning needs feel rushed, they frequently turn in incomplete assignments or work that is quickly done with excessive errors.

A. Allow extra class time for guided practice, providing independent drill and practice through homework assignments once the student understands the skills/concepts.

B. Help the student develop a time line for projects, allowing him to start earlier or finish

later if his writing and reading skills indicate that he needs more time than classmates. C. Monitor the student’s efforts and progress on assignments often. Reward extra effort

with more time when the student needs it to produce quality work. D. Maintain realistic expectations of the student’s ability to complete assignments.

Extended Time For A

ssignment C

ompletion

Highlighted Assignments Highlighting identifies, with a light-colored felt tip pen, pertinent facts and main ideas. 1. Don’t highlight too much material; student will be confused by too many facts. 2. Highlight material related directly to the main idea. 3. The student should be able to read just the highlights and have enough information to pass the test with a satisfactory grade. 4. Do not highlight an entire sentence if a portion of it is clear and to the point. 5. After reading the selection, highlight the following: A. graphs, maps, charts B. italics and bold face C. names, dates, places D. vocabulary/terms E. picture captions 6. Teach the student how the highlighted material should be used.

Highlighted A

ssignments


Shortened Assignments When students have learning difficulties, it often takes them more time to complete assignments. Shortened assignments that provide necessary practice allow the student with diverse learning needs to complete work in a reasonable time period without undue pressures and frustration. Students with physical handicaps may require more time to complete assignments.

A. Identify terminology, concepts, and skills that are more important and require that these items be completed first.

B. Flag or highlight the essential items. Give bonus points for additional items completed. C. For drill practice assignments, reduce the number of questions or problems to be done at one

time. Smaller assignments made more frequently provide the same amount of practice. D. When students have difficulty with written language, shorten the assignment. Allow them to tape

their responses or give their answers to a classmate/assistant who transcribes for them. E. Have slower readers read modified, related, or condensed materials/stories that cover the same

concepts. F. Cut a long worksheet into smaller sections and give the student one section at a time. When one

section is completed, hand out the next section. Follow this procedure until all sections are complete. When assignments appear long or complex, many students have difficulty completing them.

G. Provide additional time to complete assignments. H. Shorten assignments by matching the reading level of the student to the assignment. I. Underline key words on handouts/assignments. J. Highlight textbooks. Emphasize major ideas (in yellow), important names and/or terms (in

alternative color). Students will be able to see the important information. K. Provide a written list of vocabulary words before each lesson. This will assist the poor speller.

Shortened Assignm

ents

SHORTENED ASSIGNMENT --- EXAMPLE: Grading: Student without accommodations: The child will be able to correctly complete the full

assignment without assistance from the teacher or peers. Student with accommodations: With assistance, the child will be able to complete one

step of the assignment. The student will consult with the teacher for a review of progress, and if correct, will continue with another part of the assignment until the full assignment is complete. Peer tutoring can be used.


Taped Assignments Identify taped books, assignments, oral readings, etc. taped on cassette tapes for students to listen to while reading. Students who learn best by hearing information benefit from taped materials. Taped lectures/discussions can be used for independent practice and review.

1. Tape important lectures. Keep a tape recorder at the teacher’s desk. The teacher operates the recorder in order to screen unnecessary input.

2. Tape study questions, spelling words, vocabulary words, and other information

requiring independent drill and practice.

3. Ask the student to tape the answers to important study questions. This process requires the student to integrate what is already known and to practice self expression before he/she must respond to test questions. It also allows for quick review before a test.

4. Tape dictation exercises. Allow the student to listen and write responses at his or her

own pace. 5. Tape directions for homework or long-term projects. This will enable the student to

refer to the tape whenever necessary. 6. Provide a checkout system and time for students to secure and use available tapes.

Taped Assignm

ents


Assistance with Taking Notes Student who have poor written language skills or who have hearing impairments need assistance taking study notes in class. 1. Provide a skeleton outline for slow note takers that includes Roman numerals filled in and

capital letters left blank to be completed. An outline may be completed for the student to follow during an activity or it may contain books for the student to fill in as he/she goes through the activity.

To Prepare an Outline:

• Select the main ideas and pertinent facts to be represented. • Write each section of the outline on a separate page. • Allow adequate space between items. • Indicate an obvious division between sections such as a new page or a line across

the page. 2. Ask better students to take notes on NCR paper while the student who needs assistance

takes notes on their own paper. Carbon copies can then be given to the students with special needs to supplement the notes they have taken.

3. Allow time at the end of class for students to compare their notes with another classmate. 4. Before not e-taking is completed, use a handout or an overhead transparency to show

students a model set of notes. 5. Have students skilled in note-taking sit near the student with special needs. Encourage

note sharing. 6. Allow time at the end of the class for note reviewing:

a. Teacher directed – provide drill in the subheading to determine if students noted all main ideas; show completed notes on the overhead.

b. Student directed – allow class time for students to correct notes, review concepts

and/or read another student’s notes to check for note completion. 7. Assist the student with special learning needs by highlighting important sections of class

notes. 8. Have the student take notes from the highlight text to improve note-taking skills and

comprehension of the material. 9. Provide a partially completed outline and emphasize topics to be filled in while lecturing

and using an overhead projector or other visual aids. 10. Reinforce the student and student assistant by rewarding both for cooperatively

completing note-taking tasks.

Assistance w

ith Taking Notes


Test Construction Tips APPEARANCE

1. Group material into small sections. 2. Space the items on the page (avoiding crowding). 3. Provide plenty of white space for notes or calculations. 4. Limit the number of answer choices. 5. Be sure the test is readable.

LENGTH

1. Make it no longer than necessary. 2. Match the length with the student’s working period.

OTHER

1. If a student has a low reading level, have the test pre-taped or read it to him. 2. If a student has great difficulty expressing himself or herself in writing, let the student tape the

answers or tell you the answers. 3. Supply diagrams for computation problems when applicable. 4. Test scores may be obtained through formal, informal, and authentic assessment methods. 5. Projects may be substituted for tests to accommodate the diverse learning needs and

accomplishments.

Test Construction Tips

Tips For Test Construction

1. When a student makes a low grade let him/her give oral answers and give extra points if the student can tell you where improvement is needed.

2. Give extra points on tests for information students know that was not covered by test questions. 3. Be careful about having students grade or check each other’s papers. 4. Let students keep a graph of grades 5. Return all graded papers folded or in student folders. 6. Place the grade on the second sheet or at the bottom of the page. This allows for privacy. 7. Put a “see me” instead of a grade on papers with low marks. 8. Allow student to turn work in early for “teacher proofing” prior to turning in on due date. This

encourages students to complete work early and provides the reward of teacher feed-back before final grading.

9. If the grade on the project is low, allow the student to resubmit for a higher grade. 10. If the test is a short quiz, allow the student retake the test or a part of the test for a higher grade.

This teaches the student the material needs to be learned. 11. In an oral interview, if a student can justify an answer on a test, give full or partial credit. 12. Use a positive way to mark the score on the test. If a test question is worth 3 points and a student

misses 1 point, give them a plus 2 instead of a minus one. For total score, write the score as a plus, e.g. +85, rather than –15.

Tips For Test Construction


Modified Test Format Low test grades are often the biggest area of concern for teachers who have students with special learning needs. A student with special learning needs not be successful with traditional or formal tests. Appropriately modified tests can provide a student with the opportunity to demonstrate knowledge and provide the teacher with an accurate evaluation of concepts/skills learned. A. Give the student additional time to complete the written regular test. B. Allow the student to work as many items as possible within a given time limit. C. Provide physical assists to structure pacing.

• Provide a 3x5 inch blank card with a window in the center to help the student focus on one question at a time.

• Use book markers to help visual tracking. • Separate the test pages by grouping different types of test items. • Provide larger print for poor readers and visually impaired students.

D. Separate complex directions into smaller steps. List the directions so that students can follow and

refer to them as they work. E. Ask the student to list concepts or make an outline before beginning the answer to an essay. F. Re-work or state test questions in easier terms for the poor reader. G. Have slower readers read modified or related stories that test the same concepts or use a tape

recording of the reading to shorten the time the student needs.

Modified Test Form

at

Short Answer Test Some students may have subject matter competencies but do not proficient writing skills. When faced with the requirement of long essay questions, they may panic and fail to write what they know. They become excessively concerned with writing mechanics. A. Provide the opportunity to give short answers, reducing the number of concepts that must be

covered in the answer to obtain credit. B. Include items such as fill in the blank, sentence completion, multiple choice, and true/false, or

matching items. C. When essay answers are required, allow the student to list concepts required rather than write

paragraphs. D. Flag or highlight key test items that the student must complete first. When these items are

completed, the student should complete other items within the time limit. This allows the student to receive credit for major objectives without a penalty for lack of speed.

Short Answ

er Test


Multiple-Choice Test Preview Questions STUDENT PROFILE: reads at a 4th grade level reads at a rate slightly slower than classmates has difficulty extracting key information has difficulty taking notes from written material has difficulty perceiving sequence in large quantity of written material SAMPLE: PREVIEW QUESTIONS

CIVIL WAR AND RECONSTRUCTION IN TEXAS

DIRECTIONS: Under each question check the correct answer or answers. 1. What were some causes of the Civil War? (check 1) _____ the South wanted slavery _____ the South wanted more rights for individuals states _____ the South wanted more states to be in the Union 2. Why did the North win? (check 2) _____ more resources _____ larger population _____ army was much larger 3. What did Texas furnish the Confederacy? (check 2) _____ munitions _____ money _____ clothing 4. Why did federal ships attack port cities? (check 2) _____ stop aid to the Confederacy _____ these were important places to invade _____ the infantry was too small

Multiple-C

hoice Test Preview Q

uestions


Adapting Test Directions 1. Keep the directions short and simple. 2. Type or print the directions neatly. 3. Place directions at the beginning of each test section. 4. When giving more than one direction, list separately. Use bullets or numbers for more

than one direction. 5. List only one direction in each sentence. 6. Read and discuss each direction before the test. 7. Define any unfamiliar word. 8. Color code directions with highlighter pen. 9. Tell students the reason or purpose of the test. 10. Teach students that if points are to be lost, it is better to lose points for not knowing items

on the test rather than not following or understanding the test directions.

Adapting Test D

irections


Test Accommodations: Lower The Readability 1. ORIGINAL “Compare and contrast the personal attributes and characteristics of Huck Finn and Tom

Sawyer.” REVISED “How are Tom Sawyer and Huck Finn alike? How are they different?” 2. ORIGINAL “Describe and discuss the probable effects of wage and price controls during periods of

inflation.” REVISED “What might happen if wage and price controls were used during inflation?” 3. ORIGINAL (T-F) “Profitable construction materials originate in sedimentary rock.” REVISED (T-F) “Good building materials come from sedimentary rock.” 4. ORIGINAL (T-F) “According to the terms in the Treaty of Paris of 1783, both Britain and the United

States agreed to allow the collection of lawful debts owed to creditors of either country.” REVISED (T-F) “The Treaty of Paris said that Britain and the U.S. could collect debts from each

other.” 5. ORIGINAL “Describe the rationale behind southern states making good their threat of disunion in

1860.” REVISED “Why did the southern states decide to leave the union in 1860?”

Test Accom

modations: Low

er The Readability


Methods of Assessments 1. Oral Responses The student tells as much as he can communicate. 2. Written Responses The student writes as much as he can communicate. 3. Graphs Students and teachers can use graphs to illustrate improvement and chart abilities and

efforts. 4. Peer Tutors Provide an opportunity for students to support each other in the learning process. Low

achieving students can assist students in lower grades and become experts to the younger children.

5. Teacher Help Provides opportunities to guide the student in using judgment and through the decision

making process. 6. Performance Standards Set standards that are necessary to meet in order to receive a certain grade. Use rubrics

with identified criteria and standard of performance for each subunit or area being assessed. Rubrics identify specific areas to be addressed and the expected performance level in each area.

7. Grading Scales Identify the percentage or level grade the child receives upon progress and effort. 8. Multiple Grades Grades assigned for ability, effort and achievement.

Methods of grading


Study Aid Modifications

• use topical or course outlines

• provide calculators

• help organize a notebook

• use a “to do” list

• clearly label each activity or task

• use “cue cards” (number grid, etc.)

• use “job cards” as prompts for independent work

• use picture directions on worksheets

• provide picture stimulus for direction words

• highlight essential information

• provide a glossary in content areas

• develop reading/study guides

• rearrange items on a worksheet or study guide to eliminate distractions and break down task

load

• write out each step in process for problem solving (math, science)

• draw arrows on text or worksheet to show related ideas

• highlight or color-code worksheets, texts, tests

• mark material that must be mastered

• reduce amount of material on a page

• tape work schedule to student’s work area

• introduce multiple long-term assignments in small steps

• write cues at top of work page (noun=…)

• have student complete first example with teacher prompt

• provide separate folders for unfinished work and finished work

• provide a written notes of material covered in class discussion

• demonstrate skills before student does seatwork

• keep extra supplies on hand

• _____________________________________________________________________

• _____________________________________________________________________

Study Aid M

odifications


Math Modifications

• group similar types of math problems

• provide a parallel math curriculum (same topics, easier problems)

• provide manipulative aids

• provide a hand-held calculator

• add pictures for story problems

• control vocabulary in math problems

• use one type of story problem until mastery

• select interesting content in story problems

• teach key vocabulary before assignment

• simplify sentence structure in story problem

• reduce concept load in story problems

• ________________________________________________________

• ________________________________________________________

• ________________________________________________________

Math M

odifications


LESSON PLANNING FORM

Theme, Topic or Goal:

Date(s) _________________

ACTIVITES When What Requirements:

General Education (For all students)

Requirements:For most students (who is excluded)

Requirements: For some students (who is excluded?)

With whom will the student work

OBJECTIVES

When What Requirements:General Education (For all students)




ASSESSMENT When What Requirements:

General Education (For all students)





Worksheet for Modifications

Student___________________________________________Teacher______________________ 1. Assignments

_____ Give brief, concrete instructions

_____ allow the student to repeat the directions

_____ allow the student to write the directions

_____ Give explicit instructions with examples

_____ Stress major points in the regular assignment

_____ Assign work in smaller amounts

_____ Provide an assignment notebook

_____ Reduce amount of work, i.e. give fewer problems, etc.

_____ Lengthen amount of time required for tasks; assist student in setting up timelines for projects or major

assignments

_____ Limit essays, use alternate assignments or projects.

2. Instruction: _____ Emphasize visual/auditory approach to learning

_____ Use “hands on” and/or demonstration techniques in instruction

_____ Pre-teach vocabulary—list key words on chalkboard before lecture

_____ Verbally stress points to remember in instruction

_____ Note-taking assistance

_____ Provide skeleton outline to follow and fill in

_____ Have student who takes good notes use NCR paper

_____ Photocopy another student’s notes

_____ Tape the lecture for students to check out

_____ Repeated review and drill

_____ Give study guide with highlighted information to remember

_____ Reduce paper/pencil tasks

_____ Check frequently for understanding

3. Testing _____ Use objective terms/short answer

_____ Oral tests

_____ Limit essay questions

_____ Reduce choices on multiple choice

_____ Reduce exam length or extend time for test

4. Materials _____ Taped materials

_____ Highlighted texts

5. Behavior/Physical setting _____ Frequent, positive feedback

_____ Preferential setting

_____ Conference with student about behavior or work

_____ Frequent breaks and/or cooling period

_____ Definite, defined limits

6. Additional modifications not checked above.

Worksheet for M

odifications


Effective Teaching Practices Effective instructional strategies and ideas that work include teaching practices where teachers:

• Provide opportunities to for students to work together, i.e. cooperative learning groups, partner activities, and individually to develop skills and knowledge, while accommodating individual differences in strengths, background, and interests.

• Use reality learning approaches, i.e. provide real purposes and real audiences for reading, writing, speaking, and presenting mathematical and scientific hypotheses or calculations.

• Encourage interdisciplinary teaching so that students may connect what they learn from one subject to another.

• Actively involve students, i.e. students are given ample opportunities to experiment actively and directly with oral and printed language, to write, and to apply mathematics to the experiences of daily life.

• Analyze students’ learning/reading styles and use individual learning preferences in designing and recommending complementary instructional methods and materials.

• Actively model behaviors they want students to assimilate and practice.

• Explore full dimensions of thought through meaningful opportunities to develop and apply critical thinking and problem solving skills.

• Use a multicultural approach to teaching, i.e. by exploring multicultural perspectives in all areas of curriculum.

• Use alternative assessments, including various methods to assess and evaluate student achievement and behavior and other aspects of teaching and learning.

• Promote home/school partnerships through well-planned, comprehensive, long-lasting programs involving meaning activities for families and school personnel.

• Use accelerated learning techniques at every level of ability and performance.

• Foster questioning and student-lead discussions.

• Emphasize brain-compatible instruction.

Effective Teaching Practices

Cole, R. W. (1995). Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum.


Instructional Strategies for Promoting Student Achievement Effective strategies for increasing student achievement:

• Maintain high expectations and expectations for all students.

• Offer challenging, advanced coursework.

• Learn about students’ home cultures.

• Encourage active participation of parents or guardians.

• Capitalize on students’ background.

• Use culturally relevant curriculum materials.

• Identify and dispel stereotypes.

• Recognize students’ learning styles, cultures, and native languages.

• Structure cooperative learning environments.

Promoting Student A

chievement


Instructional Strategies for Promoting Achievement in Reading Strategies that promote achievement in reading provide: • good reading models; • literacy-rich environments; • ample time to practice and enjoy reading; • home/school partnerships; • integration of language activities; • accommodate student’s interests, abilities, and reading styles; • systematic and varied instruction; • use a variety of reading methods; • activate prior knowledge; • authentic purposes for learning and assessment; • emphasize constructing, examining, and extending meaning; • meaning-driven activities; • explain the concepts of “what”, “when”, and “why”; and use a variety of instructional

groups.

Promoting A

chievement in R

eading



Instructional Strategies for Promoting Achievement in Writing Strategies that promote achievement in writing:

• Provide opportunities to write in all subject areas;

• Encourage writing as a tool for learning;

• Allow students to select topics for writing and evaluating their work;

• Emphasize quality and use of examples of quality writing in instruction;

• Model writing and reading in all areas of teaching and learning;

• Use conferencing and peer reviews of writing;

• Teach students “how to write”;

• Allow time to learn writing skills, i.e. drafts, planning, revising and editing;

• Provide the grading criteria before learning activity.

• Teach writing skills using student’s writing; and

• Evaluate writing over time through portfolios.

Promoting A

chievement in W

riting


Instructional Strategies for Promoting Achievement in Mathematics Strategies that promote achievement in mathematics:

• Relate mathematics to real-world experiences;

• Writing and talking about mathematics;

• Working cooperatively to solve problems

• Use hands-on materials and manipulative;

• Use calculators and computers;

• Integrate mathematics with other content areas;

• Use culturally relevant materials;

• Use error to enhance learning;

• Offer enriched curriculum and challenging activities; and

• Use a variety of problem-solving experiences.

Promoting A

chievement in M

athematics Cole, R. W. (1995). Educating Everybody’s Children: Diverse Teaching Strategies for Diverse

Learners. Alexandria, VA: Association for Supervision and Curriculum.


Instructional Strategies that Promote Achievement in Oral Communications Strategies that promote achievement in oral communication:

• Provide ample time for student-generated dialogue and discussion;

• Use interdisciplinary, holistic approaches;

• Focus on understanding as a universal goal of communication;

• Reduce students’ speaking anxiety;

• Encourage the use of both native and standard dialect and language systems;

• Promote intercultural understanding and communication;

• Build on students’ home, community, and cultural experiences;

• Foster the analysis of topic, audience, message, and purpose of messages;

• Encourage the use of coordinated verbal and nonverbal communication systems;

• Emphasize higher order thinking;

• Use real-world experiences;

• Develop awareness of appropriate articulation and pronunciation;

• Use a variety of methods, materials, and technologies;

• Use self-assessment and peer evaluations;

• Encourage accurate reporting; and

• Introduce logical and emotional strategies as conflict-resolution techniques.

Promoting A

chievement in O

ral Com

munications



Instructional Strategies that Promote Achievement in Civics Strategies that promote achievement in civics:

• Create a democratic classroom;

• Integrate civic virtues into daily curriculum;

• Encourage school staff to exemplify civic virtues;

• Monitor relevant current events, political issues and politicians;

• Use discussion forums, mock trials, and debates;

• Plan learning projects around civics events and issues;

• Plan and implement service projects with students;

• Create learning partnerships/internships with government and community agencies; and

• Host speakers from government agencies and organizations.

Promoting A

chievement in C

ivics

Cole, R. W. (2001). More Strategies for Educating Everybody’s Children. Alexandria, VA: Association for Supervision and Curriculum.

Instructional Strategies that Promote Achievement in Geography Strategies that promote achievement in geography:

• Use maps and information presented in geographic formats;

• Use maps, pictures, and graphs in student reports, projects, and presentations;

• Require students to describe and explain the graphics in their reports and projects;

• Incorporate examination of local issues and related problems in textbooks or trade books used in class;

• Use and provide additional trade books that focus on cultural and physical geography;

• Encourage research by students on additional sources of information about geography and custom through library resources and electronic sources;

• Use field research and field trips to investigate everyday experiences and uses of geography locally when studying current events;

• Invite parents and others who use geographic data in their work to assist students and class projects;

• Promote curiosity and adventure through recreational reading and films related to travel and biographies; and

• Provide access to the world and information about it through computer and internet resources.

Promoting A

chievement in G

eography



Instructional Strategies that Promote Achievement in History Strategies that promote achievement in history:

• Create a classroom environment that facilitates authentic historical thinking;

• Use inclusive curricular approaches that give attention to multiple perspectives and to social as well as political history;

• Provide chronological, spatial, and causal frameworks for studying history;

• Facilitate students’ active construction of their understanding of history;

• Develop visual and verbal historical literacy;

• Build bridges to home and community cultures based on respect for diversity and human dignity; and

• Cultivate students’ historical empathy, curiosity, and interest in the past and present; and

• Have students investigate the history of their school, city, county, region, and state and write reports to share with the class.

Promoting A

chievement in H

istory


Instructional Strategies that Promote Achievement in Science Strategies that promote achievement in science:

• Use hands-on activities, process skills, and strategies that allow students to investigate, explore, discover, and reach conclusions about scientific phenomena;

• Use a learning cycle or discrepant event lessons to challenge students’ perceptions about science, scientific principles, and the natural world;

• Use collaborative, cooperative methods so students can discuss scientific principles with others;

• Use activities and content that are naturally motivating for students and that include science and scientific discoveries from different cultural perspectives;

• Use content and principles that naturally link and integrate subjects so students can better understand how science is relevant to their lives; and

• Use the available wealth of technology and network services to help students investigate and examine science and scientific principles.

Promoting A

chievement in Science



Instructional Strategies that Promote Achievement for Homeless Students Strategies that promote achievement for homeless students:

• Foster resilience through reducing risks;

• Decrease student’s stress;

• Increase resources available to the child and family;

• Mobilize all possible protective processes;

• Reduce barriers to school participation and the stress of school entry;

• Foster staff and student awareness of the realities of homelessness;

• Increase the supportiveness of adult and peer relationships;

• Build students’ interests and aspirations;

• Create links to families, shelters, and community resources;

• Build a safety net within the school through staff collaboration;

• Expedite assessments of students’ physical, psychosocial, and academic requirements;

• Address the student’s basic physical needs for food, shelter, clothing, rest, hygiene; school supplies, and activity fees;

• Individualize instruction based on student’s learning needs;

• Enlist mentors and tutors for increased individual instruction;

• Foster high expectations;

• Foster constructive peer relationships;

• Engage students in meaningful learning activities;

• Promote age-appropriate skills and activities;

• Provide for extended and flexible learning opportunities;

• Build relationships with families and shelter providers; and

• Prepare for the student’s departure through effective communication with the family and shelter providers;

• Provide for effective transition and transfer of records.

Promoting A

chievement For H

omeless Students



Instructional Strategies that Promote Achievement in for Immigrant Students Strategies that promote achievement for immigrant students:

• Develop basic skills for students with limited school experience;

• Organize instruction around themes that integrate English language skills;

• Make content subjects comprehensible using sequences of tasks and language skills;

• Use instructional behaviors that promote equity, comprehension, and active participation;

• Use cooperative learning strategies to promote interaction among students;

• Assess and activate students’ prior knowledge and relate lesson content to their personal lives;

• Build conceptual frameworks for new knowledge;

• Teach learning strategies;

• Focus on reading in all classes;

• Provide for multiple reading opportunities;

• Help students move beyond the text by using other materials and authentic learning opportunities;

• Schedule time to meet students’ needs;

• Build a sense of community in the classroom;

• Help students develop self-esteem and leadership skills; and

• Facilitate student’s participation in transition to college and career planning.

Promoting A

chievement for Im

migrant Students



Teaching Models Direct Instruction Model To teach facts, rules, and actions sequences use these practices:

• Daily review and checking

• Present and structure new content

• Guided practice

• Feedback and correctives

• Independent practice

• Weekly and monthly reviews

Indirect Instructional Model To teach problem-centered, inquiry-centered and concept-centered lessons:

• Advance organization of content

• Induction and deduction

• Use of examples and non examples

• Use of questions to guide search and discovery

• Use of student ideas

• Student self-evaluation

Cooperative Learning Model To teach collaborative processes to prepare students to reason and perform in a social world:

• Specify goal of activity

• Structure the task

• Teach and evaluate the collaborative process

• Monitor group performance

• Debrief

Teaching Models

Borich, G. D. (2007). Effective teaching methods. (6th ed.). Upper Saddle River, NJ: Pearson


Teaching Models for Culturally Diverse Students Direct Instruction for Culturally Diverse students

• Use appropriate examples to clarify concepts.

• Reduce competitiveness.

• Increase opportunity for social interaction.

• Facilitate group achievement.

• Recognize longer pauses and slower tempo.

• Accept student’s way of understanding new concepts.

Indirect Instruction for Culturally Diverse students

• Self directed learning – helps students construct own meaning and assists in problem solving.

• Mental Modeling – shows students reasoning involved; makes students conscious of reasoning involved; focuses students on applying the reasoning, e.g. conducting computer search.

• Reciprocal Teaching – provides opportunities for content exploration through small group discussions in which students are involved. Teacher and students share responsibility for formulating strategies for diverse learners.

• Scaffolding Technique shifts the learner from merely responding to textual material to internalizing the meaning through elaboration, extensions and comments.

• Problem-Based Learning – involves teachers as coach and often includes small-group collaboration. Problem-Based Learning includes both process and product.

Cooperative Instruction for Culturally Diverse Learners

• Teacher – student interaction promotes independent thinking.

• Student – student interaction where feedback, reinforcement, and support comes from peers.

• Task Specialization and Materials – Task specialization requires a division of labor in the cooperative group where each group members contributes to completion of activity.

• Role expectations and responsibilities must be clearly specified. Uninvolved students escape sharing or social responsibilities which defeats purpose of cooperative learning.

Teaching Models for C

ulturally Diverse students

Borich, G. D. (2007). Effective teaching methods. (6th ed.). Upper Saddle River, NJ: Pearson

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