NEA - Redesigning Teaching to Meet All Students' Needs: Responsive and Productive Courses
Determined to reach all students, teachers are struggling to tailor their instruction teachers should modify their instruction to meet students' varying readiness. All students can further develop their knowledge/skills/talents in certain areas. do need to be made and you are working with a special education teacher, the. This helps create inclusive learning experiences that ensure all students are when they are given opportunities, effective teaching and appropriate resources.
One of the best ways to break down the cliques within a classroom and help shy or new students feel a sense of belonging is to engage students in noncompetitive games and cooperative learning structures.
How can I design lessons that meet the needs of all my students?
There are hundreds of resources online and in books that provide thousands of appropriate choices for your grade level. Be Vulnerable Being vulnerable develops trust faster than any other approach. Admitting your mistakes shows that you are human and makes you more approachable. Vulnerability and public self-evaluation also help develop a growth mindset culture: We embrace mistakes rather than try to avoid them at all costs.
We learn from those mistakes and grow. Celebrate Success At first this may seem to contradict strategy six about avoiding rewards. A celebration is a spontaneous event meant to recognize an achievement. Instead, you might set a class goal, such as the whole class achieving 80 percent or higher on an assessment.
After each assessment, discuss the strategies, processes, or study habits that students used to be successful and what they learned and might do to improve on the next assessment. Once the class has achieved the goal, hold a celebration. Jon is currently an independent educational consultant, a senior faculty member at the William Glasser Institute, and a trained HealthRhythms facilitator.
SERGE: How can I design lessons that meet the needs of all my students?
The effect is of a total, self-contained "package. Courses "workshops" tend to have a narrow focus, concentrating on an easily defined and articulated specific topic or skill. Highly segmented sessions may vary in length and last several hours, yet concepts, ideas, and materials are presented in rather discrete chunks, lasting anywhere from 15 to 45 minutes. Sessions tend to be self-contained, requiring minimal work outside the classroom. Independent research and projects are rare, as are homework assignments.
Instructors may be in-house or visiting professionals, experts on a particular subject. While the term length may not be significant, instructors are respected as professionals.
Little instructor—student interaction outside of class takes place. Workbooks and other materials follow almost verbatim the presentation by the instructor and are directly related to the work environment. They may contain minimal reading text and are formatted to allow participants to "fill in the blanks" during the presentation. Practical applications of information are important.
Course content is therefore a combination of a minimum of theoretical background and a maximum of interpretation through everyday workplace applications. Key points are illustrated with real-life examples. Are there any pieces of the instruction that will prove problematic for some students in terms of their ability to access materials or demonstrate their knowledge? If so, can the designed instruction be altered for all children to improve access without changing the goals and objectives?
Assessments may also need modifications or accommodations as a student may appear to have not learned because of the ways he or she is asked to demonstrate his or her knowledge or skill.
Redesigning Teaching to Meet All Students' Needs: Responsive and Productive Courses
Consulting the student's IEP will provide guidance about the design of appropriate methods for assessing a student's learning. Differentiated Instruction is another strategy to meet the needs of diverse learners, including students who have disabilities. For more specific information on Differentiated Instruction, refer to Essential Question 2 Sub-question 3. Download the Lesson Analysis Template from Center for Applied Special Technology CAST and create an inventory of the current methods you use to make lesson content accessible to all of the learners in your classroom.
Collaboration Meet with the special education teacher who is primarily responsible for the student about whom you have a question. This teacher is called the student's case manager.
The case manager can explain in more detail the student's learning strengths areas of need.