Social Science Psychology Educational Psychology
D096/D169 Essential Practices for Supporting
Diverse Learners
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DIVERSE LEARNERS TEST D096 Fundamentals of Diverse Lear... PPR 160
62 terms 110 terms 76 terms
Alexa_McGee37 Preview mollydance1428 Preview antidote2002
The Acquisition-Learning hypotheses Two independent systems
of foreign language performance: 'the acquired system' and 'the
learned system'. The 'acquired system' or 'acquisition' is the
product of a subconscious process very similar to the process
children undergo when they acquire their first language. It
requires meaningful interaction in the target language - natural
communication - in which speakers are concentrated not in the
Acquisition-Learning Hypothesis form of their utterances, but in the communicative act. The
"learned system" or "learning" is the product of formal instruction
and it comprises a conscious process which results in conscious
knowledge 'about' the language, for example knowledge of
grammar rules. A deductive approach in a teacher-centered
setting produces "learning", while an inductive approach in a
student-centered setting leads to "acquisition". According to
Krashen 'learning' is less important than 'acquisition'.
a student who is in the process of acquiring English and has a
English Learner
first language other than or in addition to English.
administered throughout a unit, aligned with KUDs, can use a
Formative Assessment variety of formats, meant to help the teacher understand how
each student is progressing, rarely graded.
used at the end of key segments and the end of a unit, aligned
with KUDs, determine the level of mastery each student has
Summative Assessment
achieved with the KUDs at the end of unit, can use closed
formats or performance formats, typically graded.
1. Timing/scheduling multiple testing sessions, rest breaks extended time to complete
accommodations for tests
assessments
small group, separate location, in a carrel, special lighting,
Setting accommodations for
acoustics, at the student's home, hospital, individual testing
assessments
stations, special furniture, minimal distractions
, large print exams, Braille, directions read aloud, test given by
person familiar to child, directions in simplified language,
Presentation accommodations
directions repeated, additional examples provided, size share or
for assessments
location of the space for answers altered, noise buffers worn by
student
marks answers in test booklets, by machine, large-spaced paper,
dictates answers, signs or points as alternative responses,
Response accommodations for
spelling, punctuation and paragraphing requirements waived,
assessments
use of response aids such a abacus, arithmetic table, etc,
calculator, spell-check device
provides essential data that helps teachers know what students
are learning, whether they are on track to master IEP goals, and
What is Progress monitoring? how their performance compares to that of their peers. can also
provide valuable information to teachers to inform instruction
and differentiate learning.
Ways teachers can use 1. Differentiate instruction by student readiness.
assessment data to inform 2. Set academic goals.
instruction 3. Evaluate programs and target professional development.
1. Be as Specific as Possible
Describe some of the best 2. The sooner the better (given immediately),
practices for providing students 3. Address the Learner's advancement toward a goal.,
with meaningful feedback. 4. Present Feedback carefully,
5. Involve learner in the Process.
a set of values, beliefs and behaviors shared by a group of
Culture
people.
the unique way in which an individual person weaves together
Cultural identity aspects of the multiple overlapping cultures to which he or she
belongs.
teaching strategies and classroom environments that help
students from diverse racial, ethnic, and cultural groups attain the
equity pedagogy knowledge, skills, and attitudes needed to function effectively
within, and help create and perpetuate a just, humane, and
democratic society.
1. Know every child,
2. Become a warm demander: "expect a great deal of their
students, convince them of their own brilliance, and help them to
reach their potential in a disciplined and structured environment."
3. Practice lean-in assessment: Use proximity and lean-in
Describe 6 practices teachers assessment to diagnose students' learning needs. Carry a
can use to create a more clipboard with you while students are working, and take careful
equitable classroom. notes on what you observe.
4. Flex your routines: Be willing to flex or set aside your well-laid
plans to individualize instruction.
5. Make it safe to fail: Teach students that failure is just another
form of data.
6. View culture as a resource
D096/D169 Essential Practices for Supporting
Diverse Learners
Save
Students also studied
Flashcard sets Study guides
DIVERSE LEARNERS TEST D096 Fundamentals of Diverse Lear... PPR 160
62 terms 110 terms 76 terms
Alexa_McGee37 Preview mollydance1428 Preview antidote2002
The Acquisition-Learning hypotheses Two independent systems
of foreign language performance: 'the acquired system' and 'the
learned system'. The 'acquired system' or 'acquisition' is the
product of a subconscious process very similar to the process
children undergo when they acquire their first language. It
requires meaningful interaction in the target language - natural
communication - in which speakers are concentrated not in the
Acquisition-Learning Hypothesis form of their utterances, but in the communicative act. The
"learned system" or "learning" is the product of formal instruction
and it comprises a conscious process which results in conscious
knowledge 'about' the language, for example knowledge of
grammar rules. A deductive approach in a teacher-centered
setting produces "learning", while an inductive approach in a
student-centered setting leads to "acquisition". According to
Krashen 'learning' is less important than 'acquisition'.
a student who is in the process of acquiring English and has a
English Learner
first language other than or in addition to English.
administered throughout a unit, aligned with KUDs, can use a
Formative Assessment variety of formats, meant to help the teacher understand how
each student is progressing, rarely graded.
used at the end of key segments and the end of a unit, aligned
with KUDs, determine the level of mastery each student has
Summative Assessment
achieved with the KUDs at the end of unit, can use closed
formats or performance formats, typically graded.
1. Timing/scheduling multiple testing sessions, rest breaks extended time to complete
accommodations for tests
assessments
small group, separate location, in a carrel, special lighting,
Setting accommodations for
acoustics, at the student's home, hospital, individual testing
assessments
stations, special furniture, minimal distractions
, large print exams, Braille, directions read aloud, test given by
person familiar to child, directions in simplified language,
Presentation accommodations
directions repeated, additional examples provided, size share or
for assessments
location of the space for answers altered, noise buffers worn by
student
marks answers in test booklets, by machine, large-spaced paper,
dictates answers, signs or points as alternative responses,
Response accommodations for
spelling, punctuation and paragraphing requirements waived,
assessments
use of response aids such a abacus, arithmetic table, etc,
calculator, spell-check device
provides essential data that helps teachers know what students
are learning, whether they are on track to master IEP goals, and
What is Progress monitoring? how their performance compares to that of their peers. can also
provide valuable information to teachers to inform instruction
and differentiate learning.
Ways teachers can use 1. Differentiate instruction by student readiness.
assessment data to inform 2. Set academic goals.
instruction 3. Evaluate programs and target professional development.
1. Be as Specific as Possible
Describe some of the best 2. The sooner the better (given immediately),
practices for providing students 3. Address the Learner's advancement toward a goal.,
with meaningful feedback. 4. Present Feedback carefully,
5. Involve learner in the Process.
a set of values, beliefs and behaviors shared by a group of
Culture
people.
the unique way in which an individual person weaves together
Cultural identity aspects of the multiple overlapping cultures to which he or she
belongs.
teaching strategies and classroom environments that help
students from diverse racial, ethnic, and cultural groups attain the
equity pedagogy knowledge, skills, and attitudes needed to function effectively
within, and help create and perpetuate a just, humane, and
democratic society.
1. Know every child,
2. Become a warm demander: "expect a great deal of their
students, convince them of their own brilliance, and help them to
reach their potential in a disciplined and structured environment."
3. Practice lean-in assessment: Use proximity and lean-in
Describe 6 practices teachers assessment to diagnose students' learning needs. Carry a
can use to create a more clipboard with you while students are working, and take careful
equitable classroom. notes on what you observe.
4. Flex your routines: Be willing to flex or set aside your well-laid
plans to individualize instruction.
5. Make it safe to fail: Teach students that failure is just another
form of data.
6. View culture as a resource
