Who are the Learners in my classroom?
- 1. Who are the learners in my classroom? Susan Chen AIL 620 – Learner Literacy
- 2. The four-learner profile?Just the tip of the iceberg! Special Needs ELL GATE Struggling
- 3. Take a step back, and you’ll see… Special Needs Special Needs due to Impairment (physical, emotional, ADHD) Special Needs due to Learning Disability Special Needs ELL Special Needs GATE Special Needs Struggling ELL ELL GATE ELL Struggling ELL Conversationally Proficient in L1, but not reading/writing ELL Reading/Writing Proficient in L1, but not conversationally GATE GATE in all areas GATE in a few areas GATE in one area Struggling Struggling in all areas Struggling in a few areas Struggling in one area
- 4. My students… Special Needs due to Impairment: Tyler (ADHD), Erik (wheelchair) Special Needs due to Learning Disability: David O. (cognitively impaired) Special Needs ELL: Armando (speaks only Spanish at home) Special Needs GATE: Julian (very intelligent, impulsivity issues) Special Needs Struggling: Brandy (auditory and visual processing, speech) ELL: Julian, Armando, Sophia, Steven, Dalia, David O., Karen ELL GATE: Julian ELL Struggling: Armando, David O. ELL Conversationally Proficient in L1, but not reading/writing: Karen, Dalia, Armando ELL Reading/Writing Proficient in L1, but not conversationally: None GATE in all areas: Julian, Corey, Laura GATE in a few areas: Alexis, GATE in one area: David F. Struggling in all areas: Armando, Brandy, David O. Struggling in a few areas: Abby, Ilene, Isabela, Madison, Sophia, Xochitl Struggling in one area: Aliza, David F., Janae, Tyler
- 5. Differentiation in instruction Special Needs ADHD More time to complete tasks, breaks Wheelchair Obstacles removed from movement around the room, alternate movements for arms when legs are being exercised or used. ELL Instruction in L1 with translation to L2 Instruction in L2 with pictures or hand movements
- 6. Differentiation in instruction GATE Higher level DOK questions, work Exposure to more difficult texts Struggling Lower level DOK questions, work Exposure to less difficult texts
- 7. Talents Special Needs Often hidden, usually non- academic ELL Can be academic or non-academic. GATE Usually obvious, both academic and non- academic Struggling Often hidden, usually non- academic
- 8. Growing to their potential Special Needs In elementary school, we have student IEPs (Individual Education Plans) that set goals to be worked toward. Every three months, the IEP team meets to assess whether or not the student is making progress. ELL ELD Portfolios are designed to be a check- off list for teachers to follow their students’ language progress from Beginner to Emerging to Proficient.
- 9. Growing to their potential GATE In our district, giftedness is not assessed until mid-2nd grade. Kindergarteners that show early potential as assessed by the Advanced Learners department are put into Advanced Kindergarten, while 1st and 2nd grade students are placed in the Vanguard classes. 3rd grade is when GATE officially starts.
- 10. Growing to their potential Struggling Most teachers put their struggling students in smaller groups to have more individual time to reteach key concepts. They can also be pulled out of the classroom for RSP or to work with a 6th grade student from the school next door.
- 11. Important components to consider when building learning activities (specific curricular differentiations, accommodations, and modifications) Special Needs Do I need to add manipulatives? More time? ELL Does this lesson come with vocabulary words that will need to be explained? GATE Are there activities that be added for enrichment? Struggling Will I be able to reteach this lesson at a slower, more accessible pace?
- 12. Differentiated instructional materials Special Needs additional pencil grips, manipulatives for testing instead of paper ELL visual representation of lessons GATE technology to showcase project-based learning Struggling kinesthetic manipulatives, more audio and visual technology
- 13. Impact While completing this lesson, I have really looked inside myself and asked, “Am I doing all I can for all these learners?” Sadly, the answer is no. The farther I get in on my master’s degree, and the more reflecting I do, the more I realize I have so much more to learn!