Working to meet the learning needs of all students!
It is a flexible approach to teaching that can be customized and adjusted to meet the individual needs of all learners. There are three main. While every student has unique learning needs, you will find in this section a collection of effective teaching strategies for a variety of common areas of need. Other students can go to stations set up so that no one needs to move to play.
Some students may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Therefore, in my classroom, key vocabulary is supported with visual representations.
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I also create options for students to be able to listen to books being read, learn songs, or even just music. These activities are all done at listening stations which frees up computers to be used for writing or to facilitate student inquiry. These options allow students multiple avenues for accessing material in the curriculum. Sometimes I do want all students to produce the same final product; in those situations, I always offer different tools that students can use to reach the same end point.
By providing multiple means of representation, accomplished teachers are able to address the needs of all learners. Some may be able to express themselves well in writing but not speech, and vice versa. Action and expression require a great deal of strategy, practice, and organization, and this is another area in which students can differ.
Since there is not one type of action or expression that will be optimal for all learners, providing options for action and expression is essential.
In writing, I offer options that involve no tech, low tech or high tech approaches, allowing students some choice in how to gather their thoughts, formulate ideas, and move forward with the writing process.
Whiteboards are great for a variety of activities for all ages. My students use them to complete math activities, practice penmanship and various other activities.
Clicker software is a great writing tool because it provides support when students need it, and it can be used in a variety of ways in the classroom. Other software, Kidspiration or Inspiration depending on the levelcan assist with pre-writing, creating learning materials for visual thinkers, and integrating concepts through mind-mapping.
There are a variety of digital graphic organizer templates that are already available within the program.
Even with these options available, some students might prefer to write with paper and pencil, and others might prefer to use Microsoft Word or Google Docs. For the students who need other options, creating a poster might work in some cases, along with using arts and crafts, or even creating and performing a short play to demonstrate learning. Some learners are highly engaged by spontaneity and novelty, while other are disengaged or even frightened by such changes, preferring set routines.
Some learners might like to work alone, while others prefer to work with their peers. Because there is not one means of engagement that will be optimal for all learners in all contexts, it is essential that accomplished teachers provide multiple options for engagement. An area of student need, involving difficulty with the speed and automaticity of cognitive skills.
An area of student need, involving detecting and discriminating differences in speech sounds.
Meeting the Needs of each Student
An area of student need, involving difficulty in following or developing a system of managing materials and ideas. An area of student need, involving a difficulty with recognizing and understanding concepts, especially with relations between patterns and complex problems.
An area of student need, involving difficulty with physically moving. An area of student need, involving difficulty remembering. An area of student need, involving reduced vision, even when corrected with glasses. An area of student need, involving difficulty with receptive processing of oral information. An area of student need that involves low levels of cognition.
An area of student need, involving a medical condition of the ears that involves a severe impairment in hearing, not corrected fully by hearing aids. An area of student need, involving gross large physical motor skills. An area of student need, involving fine small physical motor skills of the fingers and hands.
An area of student need, involving the acquisition of the English language.
While not officially part of special education, English Language Learners will have special education needs in the same proportion as students whose first language is English. An area of student need, involving difficulty with expression of feelings appropriately. A diagnosed condition, where there is a complete loss of the ability to hear from one or both ears. An area of student need characterized by chronic sadness and feelings of inadequacy.