Pam's+Project+-+Planning+for+Diversity

Pam's Project - Planning for Diversity

 * Diverse Learners:**

Tracye: Pam, this is extensive! I'm extremely impressed with your identification of the ESL learner. All ESL students do not learn the same way, and sometimes the traditional classroom teaching techniques don’t provide differentiation in instruction for their ESL students. I know from the limited experience I’ve had with ESL students, they are shy, so karaoke is a wonderful way to alleviate some of the shyness and boost self-confidence. You really did a thorough job with identifying the different learning styles. I only have one question, several resources, I hope you're able to use and some suggestions that you may or may not need to consider, based on your answer the the question asked. Wow, you did a fantastic job!


 * **ESL (English Second Language)** **Learners** - The most notable trait for ESL students is the lack of fluency with reading and speaking the English language. ESL students may be visual, auditory, or kinesthetic leaners. While an ESL learner may fall into one of various learning styles, the main focus of the teacher is assisting the student to understand the concepts being taught, either in the native language or in very simplified English. The student's abilities to read, write, and understand may be strong in their native language, but are weak in the English language. Their work strategies are hindered by the language barrier, and can vary depending upon what "works" for them at that time. Developmentally, ESL students are generally of average ability.
 * **Visual Learners** - Visual learners learn best through the use of images and video with accompanying audio. These students may struggle with "heavy" content- area text when reading, but are able to understand the concepts much easier when explained with images. Visual leaners employ a work strategy of seeking out any pictures or videos first to extract meaning, before reading text (as a last resort). The developmental level of these students can range from below average to average to above average.
 * **Low Reading Level Learners -** Students with below grade level reading abilities find it difficult to perform in the classroom setting and become frustrated, especially when reading to learn content-area material. These students usually learn better when appropriately-leveled text is provided along with supporting images or videos. Reading in small groups with teacher support is also very effective. It is important to review key vocabulary before and after a lesson to help these learners better understand the information presented. Often, Low Reading Level Learner are developmentally below average with below average abilities.
 * **Gifted/Advanced Learners -** Gifted/Advanced Learners may posess any learning style. However, their work strategy is what often sets them apart from other learners. These students become highly-focused on topics of interest. They prefer to explore topics according to their own "plan" and resist adult assistance or guidance. Gifted/Advanced Learners posess high acacemic abilities and are developmentally above average.


 * __**Lesson Activity**__ || __**Diverse Learner**__ || __**Modification**__ || __**Comments/ Questions/ Feedback**__ ||
 * **//Preassessment using Qwizdom//**
 * //(electronic keypad system)//** ||  ||   ||   ||
 * || ESL || Use Google Translate to provide a written copy of the preassessment questions and multiple choice answers in the student's native language

Another suggestions if the ESL students are **Auditory Learners:** - lesson tapes translated in their language and English, so they are able to review as needed **Visual Learners:** - graphic organizers as a part of the pre-assessment for clarification. **Tactile and Kinesthetic Learner:** - vocabulary bags – putting items in the bag that represent the lesson being taught. Have the students identify them by feeling and expand on their understanding by asking them to describe the item’s characteristic. || Would you be working with multiply learning ESL students with different learning styles? ||
 * || Visual || Display the questions and multiple-choice answers using a multimedia projector

- Promethean boards or Smart boards are great for displaying visuals, if they are available. ||  ||
 * || Low Reading || Activate the "read aloud" feature of the Qwizdom software, which reads the questions and multiple choice answers ||  ||
 * || Gifted/Advanced || Provide the student a choice of using a prepared template of image prompts in Inspiration or word processing in which he/she explains the image to demonstrate knowledge ||  ||
 * **//Research//** ||  ||   ||   ||
 * || ESL || Direct students to search in subscription databases: World Book Student and Gale Science in Context (access to both through in-school links). Both feature translation of articles into several other languages. ||  ||
 * || Visual || Direct students to image and video-based websites: Discovery Education Streaming (using student login account) and Periodic Table Videos. ||  ||
 * || Low Reading || Direct students to subscription database that will read the text aloud: World Book Student (access through in-school links)
 * || Low Reading || Direct students to subscription database that will read the text aloud: World Book Student (access through in-school links)

Nettrekker is another great database that will assist with read alouds for the lower reader. They also have the readability level for the specific items researched . ||  ||
 * || Gifted/Advanced || Direct students to Library home page where they can select and use databases and reference sources of their choosing ||  ||
 * **//Note-Taking//** ||  ||   ||   ||
 * || ESL || Type notes into word processing using native language, then use Google Translate to translate to English for teacher review. ||  ||
 * || Visual || Use Inspiration software to create a web for note-taking. Encourage users to use images along with text for note-taking.
 * || Visual || Use Inspiration software to create a web for note-taking. Encourage users to use images along with text for note-taking.

- [|ReadWriteThink] and [|Education Place] are two great site for creating webs for note taking ||  ||
 * || Low Reading || Type notes into Inspiration software, using web format. Use reading function to verify information recorded. ||  ||
 * || Gifted/Advanced || Provide a choice for note-taking, including Inspiration (diagram or outline) or site such as Stixy. ||  ||
 * //**Presentation of Information**// ||  ||   ||   ||
 * || ESL || Use word processing to type research information in native language. Teacher uses Google Translate to translate typed information to English. Student uses Voice Thread to uploade selected images and create audio recordings with research information in either native language or English. ||  ||
 * || Visual || Use GlogsterEdu and related tutorial videos to develop glogs to report research information ||  ||
 * || Low Reading || Use Voice Thread to upload selected images and create audio recordings of information ||  ||
 * || Gifted/Advanced || Use GlogsterEdu for students to report research information. Allow them to figure out the functionality of the site on their own. ||  ||
 * || Gifted/Advanced || Use GlogsterEdu for students to report research information. Allow them to figure out the functionality of the site on their own. ||  ||