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Diversity: serving the needs of different students in our classrooms -…
Diversity: serving the needs of different students in our classrooms
Cultural Needs
International school in Madrid serving a wide variety of nationalities.
Open enrollment means that there are new students are different times of the year and teachers are required to have flexibility and plan for changes to their classroom dynamic depending on student needs.
We have an “International Families” coordinator to bridge the gap for students and their families coming from distinct cultural backgrounds. There is an opportunity through cultural events and meetings for these families to unite and share their cultures with the rest of the school community.
Community Involvement
Families invited to participate and partake in committees that lead different cultural events at the school. Example: Annual International Market held to celebrate different cultures of students and their families.
School wide events that foster mentorship from older students. These can include things like our Founder’s Day even where students attended workshops in mixed groups of primary and secondary students to classroom helpers (older students who come and volunteer in younger grades).
Selection of relevant exclusions and guest speakers by teachers and outings coordinator. Planning done collectively throughout primary and secondary to scaffold learning in each year group.
Language Needs
Immersion program: offered to students in both English and Spanish to support language needs based on students background and linguistic challenges as they enter the school. Immersion teachers collaborate with class teachers to support student learning that is relevant to ongoing topics of inquiry in the different subject areas.
Flexibility in examinations and offerings of translation on classroom tasks - aided by use of iPad in the school (1:1 from 4th grade with obvious exceptions made for students who need the device for translation).
Faculty and Staff Resources
Linked to department and subject area heads who help teachers to create a bank of resources for students either diverse needs.
Communication through Teams to share pertinent information regarding student needs in the classroom. This is comprehensive and shows the development of resources of learning modifications made throughout a student’s career at the school.
Team with different strengths and also areas of expertise to support students in different areas.
Weekly PYP meetings where different topics like inclusion, cooperative projects, etc, are discussed. Meeting of the minds to solve case studies of student groups or look for potential resources to better serve students.
Classroom support teachers depending on needs. Example: Year 3 has a student teacher as well as several support hours from a teacher aid due to student needs in the year group. Year 1 has a teacher aid who is providing support in the form of a reading and writing workshop during 2 periods a week.
Guided Reading sessions where students receive literacy support from 2 to 3 additional teachers once a week in their English classes.
Psychology Department
Provides appropriate testing on students to have a clear understanding of their specific needs. Facilitates individualized learning plans and assists in having student needs met.
Facilitates communication with families and provides support for families with students with diverse needs.
Weekly meetings for each class with the English and Spanish teacher (one of whom is the homeroom teacher) to review student work and make request regarding organizing observation from the school psychologist or setting up meetings with families of students with classroom needs.
Student Engagment
Collaborative approach in the classroom and group activities both heterogeneous and homogeneous groupings. This allows students to inquire in groups with shared interest and also allows them to share strengths/weaknesses in mixed groups.
Student clubs during free periods that give students options to explore interests and socialize in different settings. This is a tool for students that struggle with free time or have social difficulties. Examples: Ecosystems Club, Decorating Committee, Art Club
Cultural celebrations relevant to the local community and to international communities. These can be led by teachers, students, or families.
Classroom Interventions
Introducing materials to aid students with special needs. Example: Student in Year 5 with ADHD diagnose provided with exercise band in chair during class and noise cancelling headphones to use whirle completing independent work.
Activity extensions to serve students who are gifted. They are given a bank of resources related to a learning goal and allowed to choose which activity they would like to complete to fulfill a class objective.
Open classroom: A gifted program for student to develop projects that extend beyond classroom work.
Language supports through speech therapy. This is offered both in Spanish and English depending on the students language background.
Reflection and self assessment: This is encouraged through consistent routines during UOI. Provocation and preassessment designed by the teaching team for each UOI. Reflections weekly through journals, activities, or displays set up in classrooms and hallways. Self assessment tools tied to assessments of key concepts explored in different subject areas.