Different Types of Learners

Different Types of Learners by Corey Taylor

Low SES Students

Low SES students are children who come from very poor families and are students who need lots of support and encouragement. Prevalent in Kentucky, with 26% of children living in poverty, these students could experience a multitude of different emotions daily. As educators, I believe it is not only our responsibility to educate these children based on the core content required, but also educate them on mental health and the opportunities to change their circumstances. Teachers should build students up rather than knocking them down. Particularly with low SES students because the last thing they need is another person telling them they can’t be successful.

Helping Low-SES Students Thrive. (2016, July 13). Retrieved April 10, 2018, from https://www.scilearn.com/blog/helping-low-ses-students-thrive

LGBTQ

As future educators we know how important it is for all students to feel safe in their environment to learn and be successful in school; Yet 60% of LGBTQ students who were harassed did not reporting their incidents in fear of it worsening, and 34% of students who did report their incidents said that educators did nothing in response. To me, his is a major problem. It is our duty to ensure that all students in our classroom are safe to grow individually and that they get the appropriate education they deserve. If we do not address the issue of bullying and harassment, we might as well be endorsing it. I hope that we will all fight against the unfair treatment of LGBTQ students and will stand up for these children who are simply trying to figure out who they are and what they want to be.

Queering Education. (n.d.). Retrieved April 10, 2018, from http://www.queeringeducation.org/

ELL

With a rapidly increasing number of English Language Learners being admitted in the classroom, it is vital that educators have the training and resources to appropriately bring these students up to speed. With the use of various teaching strategies and technology resources available, there is no reason that educators should not be able to provide accommodations that will enable students to learn. All in all, it comes down to effort and time put in on our parts. We will have to put in extra hours for appropriate training and to learn different techniques use by various successful educators.

Integrating ELL Students in General Education Classes. (n.d.). Retrieved April 10, 2018, from https://www.edutopia.org/blog/integrating-ells-general-education-classes-dorit-sasson

Universal Design for Learning

Definition

Universal Design for Learning (UDL) is a way to meet the needs of all diverse learners and help them learn to their full potential. The intent for this way of learning is to break down obstacles that students may face when they come from different backgrounds and different ways of learning. UDL includes all students regardless of race, gender, disability, etc. 

Application in the Classroom

It is important as an educator to find different methods of teaching to help the students learn because each student learns in a different way. UDL is a tool that should be used in every single classroom because it gets rid of barriers that can be unintentionally caused in the classroom. As a teacher, it is important to know that your classroom will have many types of learners with obstacles that may arise. UDL helps teachers understand the obstacles and develop lessons that differentiates for students in the classroom.

Resource

According to the UDL Center, Universal Design for Learning is organized around three learning networks of the brain: affective networks, recognition networks, and strategic networks. The three networks are described below:

Reference

TAKE A TOUR: LEARN ABOUT UNIVERSAL DESIGN FOR LEARNING. (n.d.). Retrieved April 12, 2018, from http://www.udlcenter.org/aboutudl/take_a_tour_udl

Different Types of Learners

LGBTQ, ELL, and Low SES Learners

As teachers, we set the tone for the classroom right from the start. If we do not address students when they are bullying another kid, then we are saying that it is okay to bully other students. We have got to stand up for these students, but most of all it is the LGBTQ students that get bullied the most and no one stands up for them. Here are some scary statistics:

63% of students who were harassed did not report their incidents to school staff for fear it would become worse

34% of students who did report said staff did nothing in response

Queering Education. (n.d.). Retrieved April 10, 2018, from http://www.queeringeducation.org/ 

We, as teachers need to become more aware of ELL students because there are more and more students that are ELL students. One way you can support them is by labeling your classroom and adding pictures to specific words, so that they can make connections. 

Integrating ELL Students in General Education Classes. (n.d.). Retrieved April 10, 2018, from https://www.edutopia.org/blog/integrating-ells-general-education-classes-dorit-sasson

Also, as teachers we need to be aware of ways to help and support Low SES learners. These students need us more emotionally than other students will. These students have usually been through more than any of the rest of our students will. Kentucky has some of the most poverty stricken counties in the country. Education is a way for these children to escape their home life for a couple hours. 

Helping Low-SES Students Thrive. (2016, July 13). Retrieved April 10, 2018, from https://www.scilearn.com/blog/helping-low-ses-students-thrive

All teachers need to have professional development training's to understand and know how to handle these students and situations correctly. These websites give teachers ways to include them in the classroom and advice on things to do in your classroom to make it welcoming. 

Different Types of Learners in the Classroom

Low Socioeconomic Learners

26% of the children in Kentucky are living in poverty.In 2014, Kentucky had the 9th highest poverty rate of children according to the U.S. Census. 

Dr. Jennings is the Superintendent of the Jennings School District. With the implementation of programs that address students’ and families’ basic needs, the school district is thriving. Resources available at Jennings School District are a pediatrician, a College Prep Program, a place to do laundry, arts education, access to food, mental health therapists available at every school, and much more.

References:

How One Woman Reinvented School To Combat Poverty. (2016, May 26). Retrieved April 08, 2018,  from https://www.youtube.com/watch?v=mKCnNZzhaMQ 

Ryan, J. (2015, September 21). Kentucky's Child Poverty Rate Ticks Upward, Census Data Show. Retrieved April 02, 2018, from http://wfpl.org/kentuckys-child-poverty-rate-ticks-upward-census-data-show/

ELL Students

English Language Learners are students who are not able to communicate fluently in English. Depending on the level of necessity, ELL students must be differentiated for in the classroom. According to the National Center for Educational Statistics, Spanish was the home language of 3.7 million ELL students in 2014–15, representing 77.1 percent of all ELL students and 7.6 percent of all public K–12 students. Arabic, Chinese, and Vietnamese were the next most common home languages

Here are some examples of Supporting English Language Learners in the Classroom*

1. Make it Visual
2. Build in more Group Work
3. Communicate with the ESL Teacher
4. Honor the "Silent Period" 
• This is the frame of time in which ELL students speak very little.
5. Use Sentence Frames
6. Learn about the Cultural Background of your Students
• Embrace their culture; do not shove it aside!

*12 Ways to Support English Learners in the Classroom

References:

Gonzalez, J. (2014, December 11). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved April 08, 2018, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (n.d.). Retrieved April 08, 2018, from https://nces.ed.gov/fastfacts/display.asp?id=96

Special Needs Learners

To ensure students with special needs are treated fairly in the education system, IDEA was passed. IDEA stands for the Individuals with Disabilities Education Act. This act is mandated by the federal law, and it ensures that all students with exceptionalities have the right to FAPE (Free, Appropriate Public Education). To accommodate and differentiate for Special Needs Learners in the classroom, they will have an Individualized Education Plan or a 504 Plan. A 504 plan is broader than an IEP, while an IEP accommodates for a student who has a disability that is listed under the IDEA Act.

Here is an article that discusses ways to differentiate for special needs learners in this classroom: http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs 

• If the student has difficulty learning by listening:
• provide visuals
• use flash cards
• provide written and manipulative tasks
• If the student has difficulty expressing verbally:
• wait for students to respond
• ask questions requiring short answers
• use a chart, graph, or table
• If the student has difficulty spelling:
• teach words by spelling patterns
• hang words from ceiling during study time
• use mnemonic devices

References: 

Bulloch, K. (2017, October 27). How to Adapt Your Teaching Strategies to Student Needs. Retrieved April 08, 2018, from http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs 

Hallahan, Daniel P. Exceptional Learners. 1st ed. United States: Pearson, 2015. Print.

Culturally Responsive Teaching & Differentiation

Definition

Differentiation in the classroom is adapting instruction to fit the needs of all learners in the classrooms. As a teacher, you will have students who have a different ethnic background, who have a disability, who are identified as gifted and talented, who are of different genders, etc. Acknowledging these diverse components in the classroom and adapting lesson plans and instruction is differentiation. Culturally Responsive Teaching ties together with differentiation. It is an approach to teaching that focuses on cultural knowledge, prior experience, performance styles, and frames of reference to make learning outcomes effective in the classroom.

Resource & Application

The resource that I found is an article titled What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. The article starts by defining differentiated instruction and giving a history of it. "In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works (Weselby, 2017)."

The majority of this article focused on four ways to differentiate instruction, which I found to be very helpful when applying this to my future classroom. I can use these ways when I am making lesson plans, and I can keep these in mind when I have to adapt those lesson plans to fit the needs of all learners. This article will also help me be a good culturally responsive teacher. This article causes me to think about the different learners that I will have in my classroom, and how I will help them meet learning outcomes. 

1. Content: Differentiate the content by creating activities that cover a variety of learning levels.
2. Process: Provide different resources for students based on the type of learner they are.
3. Product: Have students create a product that tests their mastery for the content by allowing them to creatively develop something. Do not always create a paper-pencil test.
4. Learning environment: Make sure the learning environment is flexible.

References

Quotes about classroom Instruction. (n.d.). Retrieved February 19, 2018, from https://www.quotemaster.org/classroom instruction

Weselby, C. (2017, November 20). What is Differentiated Instruction? Examples of Strategies. Retrieved February 19, 2018, from https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/

Culturally Responsive Teaching and Differentiation

Culturally Responsive Teaching and Differentiation                     By: Corey Taylor

“Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning” (Ladson-Billings,1994).

Culturally responsive teaching and differentiation work together to enable each student to relate course content to his or her cultural context. This approach to teaching students from diverse backgrounds supports the characteristics of students and builds upon who students are and the qualities they bring with them to school. It builds on cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them (Cooper 210). Differentiated instruction and assessment is a framework for effective teaching that involves providing different students with different paths to learning. Differentiation helps students process, construct, and making sense of ideas; Regardless of differences in ability, it involves developing teaching materials and assessments that all students in the classroom can effectively learn from.

Resource

Characteristics of culturally responsive teaching:

1.Positive perspectives on parents and families
2.Communication of high expectations
3.Learning within the context of culture
4.Student-centered instruction
5.Culturally mediated instruction
6.Reshaping the curriculum
7.Teacher as facilitator

References

Brown University. (n.d.). Retrieved February 19, 2018, from             https://www.brown.edu/academics/education-alliance/teaching-diverse-      learners/strategies-0/culturally-responsive-teaching-0

Cooper, J. M. (2011). Classroom teaching skills (10th ed.). Belmonte, CA: Wadsworth, Cengage                   Learning.

(n.d.). Retrieved February 19, 2018, from      https://www.bing.com/images/search?q=differentiation%2Bin%2Bteaching&FORM=HD       RSC2

PLCs and C-Teaching

PLC’s and Co-Teaching                                                              By: Corey Taylor

PLC’s are communities of teachers, parents, administrators, counselors, and students who work together to ensure that students are reaching their maximum potential. Professional Learning Communities create a doorway for collaboration that helps educators work to meet the needs of individual learners and reach targeted learning objectives. PLCs enable educators to continually learn from one another and share different strategies and plans, and in-depth examination of what does and doesn’t work to boost student success. Co-Teaching is when two teachers work together in teaching and collaborate in the planning, organization, delivery, and assessment of instruction. In co-teaching, the classroom typically has a general education teacher and a special education teacher who share the teaching responsibilities. Types of Co-Teaching include: parallel teaching, team teaching, one teaches one drift, station or center teaching, and alternative teaching.

Resource

http://www.sedl.org/change/issues/issues61.html
In education, learning communities have become dynamic and are being used to extend classroom practice, bring the community into the school, and improve the curriculum and learning objectives for students. While including students, teachers, and administrators simultaneously in learning, PLC’s/Co-Teaching enhance educator’s effectiveness so that students benefit in the classroom.
Characteristics of PLC’s/Co-Teaching:
1.supportive and shared leadership,
2.collective creativity,
3.shared values and vision,
4.supportive conditions, and
5.shared personal practice

References

Professional Learning Communities: What Are They And Why Are They Important?Introduction. (n.d.). Retrieved February 19, 2018, from    http://www.sedl.org/change/issues/issues61.html

Cooper, J. M. (2011). Classroom teaching skills (10th ed.). Belmonte, CA: Wadsworth, Cengage                   Learning.

Culturally Responsive Teaching and Differentiation

Culturally Responsive Teaching and Differentiation

Culturally responsive teaching and differentiation work hand in hand. Culturally responsive teaching is a term describing an approach to teaching and learning that builds on the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them. Differentiated instruction can be varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned, intended to increase the likelihood that each student will learn as much and as efficiently as possible. When a teacher is culturally aware it is easier to differentiate your instruction.

Resource

https://www.prodigygame.com/blog/culturally-responsive-teaching/ 

This resource has the top fifteen things a teacher can do in order for their instruction to be differentiated and culturally responsive. There are examples and strategies as well. 

Sources

Guido, M. (2017, September 13). 15 Culturally-Responsive Teaching Strategies | Prodigy. Retrieved February 19, 2018, from https://www.prodigygame.com/blog/culturally-responsive-teaching/

Cooper, J. M. (2011). Classroom teaching skills (10th ed.). Belmonte, CA: Wadsworth, Cengage Learning.

Co-Teaching & PLCs

Definition: PLCs and Co-Teaching

PLCs stand for Professional Learning Communities. This is a team within the school comprised of teachers, school counselors, administrators, and most importantly, the students. The goal of a PLC is to ensure and improve students' learning. It is an effective way of teachers being able to collaborate with each other. Co-Teaching can often times stem from a PLC. This is when 2 teachers work together in the classroom. They collaborate with each other on the planning, organization, instruction, strategies they will use, etc.

Resource

"True collaborative teams embrace student learning as their primary purpose, and sometimes teams must go through difficult conversations in order to make this a reality (Bayewitz, 2015)."

PLCs and Co-teaching are great ideas in theory. However, it would be naive to believe that PLCs and Co-Teaching are without conflict. To dig deeper into conflict among PLCs and Co-Teaching, I discovered an article titled Dealing With Conflict on Collaborative Teams. The article was written by Michael Bayewitz, and he states that although conflict will be present in PLCs and other collaborative strategies, it is important to embrace the conflict, not ignore it.

Bayewitz lists some strategies for conflict in collaboration with other teachers:

1. Q-TIP (Quit Taking It Personally)
2. Invite healthy conflict.
3. Monitor nonverbal communication.
4. Vary your approach.

Find the article here: http://www.allthingsplc.info/blog/view/315/dealing-with-conflict-on-collaborative-teams

Application in the Classroom

I think this article is a great resource for the classroom. It is important to remember these strategies when I am involved in a PLC in the future or when I co-teach with another educator. Conflict is something that is unavoidable, and I will not agree with everyone that I work with. It's important to remember that all effective teachers have the same outcome in mind: student learning. 

References

Bayewitz, M. (2015, October 28). Dealing With Conflict on Collaborative Teams. Retrieved February 16, 2018, from http://www.allthingsplc.info/blog/view/315/dealing-with-conflict-on-collaborative-teams

PLC and CoTeaching

PLC and Co-Teaching

Mary Katherine Elmore

                               A PLC is a professional learning community. This is a team that collaborates well together and helps design curriculum. This team is usually comprised of a teacher, administrators, students, counselors, and parents. PLC's are excellent tools to ensure that students are learning, to create a culture of collaboration, and to focus on results. Co-Teaching can help with creating new ideas, lowers student to teacher ratio, and can help with one on one time with students. There are five types of Co-Teaching, one teaching, one support, parallel teaching, station teaching, alternative teaching, and team teaching. In the video below it gives examples of each type of Co-Teaching.

                                          

http://faculty.virginia.edu/coteaching/video_5formats.html

Cooper, J. M. (2011). Classroom teaching skills (10th ed.). Belmonte, CA: Wadsworth, Cengage       Learning.

Alexander, C. (2012). Curry School of Education. Retrieved February 16, 2018, from                     http://faculty.virginia.edu/coteaching/video_5formats.html