Diverse Learning in my Classroom
Identification: Potential Causes for Concern:
Not engaged in learning
Performance does not match perceived academic potential/ intellectual abilities
May exhibit shyness or lack of self-esteem, not contributing to class discussions
May exhibit behavior issues such as disrupting or acting out, attention seeking
Easily distracted or seemingly uninterested
Lacking confidence
Classroom Differentiation Strategies
Scaffolding instruction to provide various levels of support
Modify student’s workload and/or assignments, but retain high academic standards for all
Involving Families
Initial concerns discussed and ideas of home support given
Provide a variety of learning activities that would include assignments that allow student to ‘show what they know’ in different formats
Schedule time to meet with/ teach student in a small group setting, alongside other students who may need similar targeted instruction
Intervention Approaches: the Response to Intervention Model
Tier 1: Teachers use differentiated teaching to address 85% of student learning needs.
Tier 3: Regular check in with the SEN teacher - student is following a personalised Educational Plan to support individual support.
Tier 2: Teaching specialists for language, reading and math "push-in" for 6-week learning cycles. Participate in follow-up meetings to understand student progress and intervention success
Regular review meetings held every 6-8 weeks, depending on growth/need of students
Regular informal discussions had with parents of very young students (kindergarten and 1st grade)
Testing required for Tier 3 support
The Student Support Services Team includes school psychologist, school counsellors, ESL/EAL support teacher, Learning Support (Special Education) teacher, teaching assistants
Provide multi-sensory learning opportunities for kinaesthetic, visual, auditory learners as well as
Regularly communicate with SES Team to uphold effective best practices for differentiation
Allow EAL students to share what they know in their native language, access this through google translate as they are learning English in discussion with EAL teacher
Use of assistive technology for students with physical impairments that can limit their ability to otherwise participate in classroom learning
May have emotional outburts caused by frustrations they are experiencing and are unable to control
Are not meeting the academic standards prescribed by the curriculum
Gain understanding of students' home-life and previous schooling experiences
Use of flexible grouping
Video: Using Differentiated Instruction to Support All Learners (Alberta Education, 2015)