Diverse Learners

Growing up it has been instilled in me that every person is different. This becomes even more prevalent as a teacher. If every student acted and learned in exact same way our job would be sometimes easier and a lot more simple. All you would have to do is find one way that works and keep going. However, that is not the case. As an inclusion teacher this is even more challenging. Teaching literacy to those children with special needs has always been a challenge for me to identify because the literacy might be different. However even though the exact procedure might differ, we teach our diverse students the same as main stream students.
The first few weeks of school it is important to focus on behavior, expectations, and building relationships. If the students cannot follow rules, know the routine, and respect you as a teacher, they will not learn. The same goes for our diverse learners. If a child with special needs feels like you judge them and believe they are worthless, they will live to that standard. Unfortunately by the time inclusions students get to me (5th grade) someone has already taught them their limitations and that it is okay not to try. To reverse this, they have to trust that you can believe in them even if they don't believe in them. You also have to be patient with them. Don't be quick to read something for them, don't embarras them in front of everyone else, allow them to grow at their own rate. Most importantly learn your students. Don't push too much, understand when they need a break, understand what triggers their shut downs, and find things to relate with them on. These are great strategies for diverse learners but they are good strategies to use for all students. From at- risk, middle of the road, and IEP students everyone wants someone to believe they can succeed and help them get their. These strategies will help you reach your students in all content areas.

What do you think is the most important strategy to reach diverse learners?

PAR Lesson Plan

Par Lesson Plan – 5^th Grade Living systems

Written Purpose- Students will understand and be able to explain the differences in organisms and how to classify them using a dichotomous key.

Standards of Learning- 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include

b)   classification of organisms using physical characteristics, body structures, and behavior of the organism; and

c)   traits of organisms that allow them to survive in their environment.

Objectives - TSWBAT classify organisms in a dichotomous key using physical characteristics, body structures, and behavioral traits.

TSWBAT create a chart organizing organisms by survival behavioral traits.

Preparation –

Students will be given a graphic organizer jot chart with 3 columns. The  first column lists the vocabulary words ( dichotomous key, living systems, cells, organisms, physical characteristics, vertebrate, invertebrate, habitat, and adapatation). Students will list definition they think or remember in the second column.

The teacher will play the vocabulary podcast - http://www.flocabulary.com/cells-and-body-systems/ and ask students to jot down any definitions they learn.

The teacher will ask students to draw a WIKA chart in their notebooks. She will do a picture walk through the book “What is a Living Thing?” and ask students to fill in the “what I know” section of the chart.

Assistance-

The teacher will read aloud “What Is a Living Thing? (Science of Living Things)” to the students. The students will fill in definitions they have learned.

The students will fill in the “What I want to learn” section of the WIKA chart.

The teacher will discus physical characteristics of living things.

The student will turn to page 256 in textbook to show picture of dichotomous key.

Reflection

Students will fill in the “What I know now” and the “What I still want to know” section of the WIKA chart.

Cooperative learning - Students will work with their tables and be given 6 organism cards, chart paper, and markers. They have to create their own dichotomous key, switch with another group and solve. If problems arise students will work within their groups to fix their dichotomous key and find the problem. The students will then present their dichotomous keys

Students will use vocabulary jot chart to reflect and ask questions in group and to teacher about misconceptions or missed vocabulary.

Evaluation-

Students will work with a partner to complete a reflection guide.

Students will create self-generated questions on an exit slip. These questions are questions that you can use a dichotomous key to answer.

Reflection Guide Put an x beside each statement that is true about living things. _____1. Every living thing has a heartbeat. _____2. Living organisms consume nutrients, and produce waste _____3. All living things have a back bone _____4. All living things have at least one cell. _____5. All living things adapt to their habitat.