Marjorie Hall Haley, PhD - GMU1 Chapter 8 An Interactive Approach for Working with Diverse Learners

Marjorie Hall Haley, PhD - GMU2 Introduction By 2010, minorities will constitute one third of the population of the U.S. By 2020, students of color will make up 46% of the nation’s student population Schools must adopt strategies that ensure the success of culturally and linguistically diverse (CLD) students.

Marjorie Hall Haley, PhD - GMU3 Federal Legislation’s Influence No Child Left Behind Title III – English Language Acquisition, Language Enhancement, and Academic Achievement Act – testing based on English Language proficiency IDEA – Individuals with Disabilities Education Act Implications for ELL’s

Marjorie Hall Haley, PhD - GMU4 Classroom Diversity: A Reality in U.S. Education Teachers should: Discard preconceived notions and negative stereotypes Maintain the highest expectations Welcome students as contributing members of a group Seek out activities that encourage students to work cooperatively with ELL's

Marjorie Hall Haley, PhD - GMU5 Pedagogical Implications for Working with Diverse Learners Opportunities for working with: Different linguistic levels - peer tutoring, group work, group projects, cooperative learning Different languages – visual, auditory, kinesthetic lessons; manipulatives; MI-based lessons Different academic levels – heterogeneous/ homogeneous grouping, cooperative learning, peer tutoring; different teaching methods/ approaches TPR - stresses comprehension; does not require student to speak until they are ready

Marjorie Hall Haley, PhD - GMU6 Learner-Centered Instruction: Multiple Intelligences 1) Logical/Mathematical: Reasoning, analysis, problem solving, numbers, shapes Activities: word order, grammar relationships, pattern games, classifying and categorizing, sequencing info., computer games, cause and effect

Marjorie Hall Haley, PhD - GMU7 Learner-Centered Instruction: Multiple Intelligences 2) Visual/Spatial: Imagination, drawing, painting, use of color, use of diagrams, mental picturing Activities: graphs, diagrams, drawing a response, video exercises, computer slide shows, multimedia projects, mind mapping, graphic organizers

Marjorie Hall Haley, PhD - GMU8 Learner-Centered Instruction: Multiple Intelligences 3) Bodily/Kinesthetic: Movement including sports, dance, drama, expression through the body Activities: role playing, dancing, TPR, TPRS, hands-on learning, multimedia games or activities, aerobic alphabet, building a model or 3-D project

Marjorie Hall Haley, PhD - GMU9 Learner-Centered Instruction: Multiple Intelligences 4) Verbal/Linguistic: Talking, reading, writing, listening, memorizing sounds and syllables Activities: debates, storytelling, E-pals, group discussions, word- processing programs, word games

Marjorie Hall Haley, PhD - GMU10 Learner-Centered Instruction: Multiple Intelligences 5) Interpersonal/Social: Influencing others, leadership skills, conflict resolution, consoling others Activities: cooperative teams, paired activities, peer teaching, board games, simulations, surveys and polls, group brainstorming, situations or dialogues

Marjorie Hall Haley, PhD - GMU11 Learner-Centered Instruction: Multiple Intelligences 6) Intrapersonal/Introspective: Solitary activity including reading, reflection, assessing one’s own strengths and weaknesses, thinking out solutions on own Activities: describe/write about preferred way(s) to spend free time; keep a journal on a particular topic, engage in independent study

Marjorie Hall Haley, PhD - GMU12 Learner-Centered Instruction: Multiple Intelligences 7) Musical/Rhythmical Distinguishing tones and speaking accents, singing, humming, tapping a rhythm Activities: write jingles for a commercial, jazz chants to remember vocabulary/grammar/verbs, musical cloze activities, create music for skits/plays, use music as a stimulator, look for tonal/rhythmic patterns in music of target language

Marjorie Hall Haley, PhD - GMU13 Learner-Centered Instruction: Multiple Intelligences 8) Naturalist Responding to all things natural, problem-solving, discovery-based projects Activities: describe changes in local environment, debate the issue of homeopathic medicine vs. store- bought remedies, plan a campaign drive which focuses on saving an endangered species

Marjorie Hall Haley, PhD - GMU14 Learner-Centered Instruction: Multiple Intelligences Construct a classroom environment conducive to accessible, successful learning Centers Real-life scenarios/role play Cooperative learning groups

Marjorie Hall Haley, PhD - GMU15 Learner-Centered Instruction: Learning Styles Global – reads for overall ideas likes team competition relates what is taught to own experiences likes working with others thinks “in context” can multitask reads between the lines Analytic – concentrates on task at hand analyzes problem, then decides prefers to work alone likes to organize assignments prefers options remembers details A learning style is a general approach a learner uses to learn a subject (global, analytic, integrated)

Marjorie Hall Haley, PhD - GMU16 Learner-Centered Instruction: Learning Styles 5 key elements of language learning styles: Analytical/global (detail oriented vs. holistic) Sensory preferences (visual, auditory, kinesthetic) Intuitive/random and sensory/sequential learning (organization of material presented) Orientation to closure (tolerance of ambiguity) Competition/cooperation

Marjorie Hall Haley, PhD - GMU17 Learner-Centered Instruction Learning Theories Overlap MI, learning styles, and brain-based education all: Involve a reflective practitioner (teacher) and reflective partner (student) Are concerned with the education of the whole person Emphasize curricula with depth and breadth Promote diversity and inclusiveness

Marjorie Hall Haley, PhD - GMU18 Culturally Relevant Pedagogy Differences in culture are evident in participation, how learning is demonstrated and applied Multicultural education: places value on what each student brings to the classroom curriculum that lends different perspectives reflects cultural variation & learning styles encourages students to learn new traditions while preserving heritage

Marjorie Hall Haley, PhD - GMU19 Culturally and Linguistically Diverse Exceptional Students (CLIDES) Persons from a variety of cultural/racial/ethnic backgrounds who demonstrate: giftedness physical disabilities emotional disabilities learning disabilities

Marjorie Hall Haley, PhD - GMU20 Culturally and Linguistically Diverse Exceptional Students (CLIDES) Teachers are likely to observe/address: Delayed language production/reception in L1/L2 Delayed acquisition of reading skills in L1/L2 Learning problems related to lack of instruction L1 L2 Behavior problems due to past failures Increased risk of dropout Cultural identity problems Poor self-esteem

Marjorie Hall Haley, PhD - GMU21 Culturally and Linguistically Diverse Exceptional Students (CLIDES) Teacher strategies: Gifted –exploration of interests, acceleration, peer tutoring, expanded assignments Visual – large font texts, oral summary, copies of notes, oral/tactile enhancements Behavior –reduce/restrict stimuli, define & review classroom expectations/rules, role playing Auditory – preferential seating, visuals, pictures, maps, diagrams, succinct or written directions LD – concrete examples, breaking tasks into steps, small groups, pair work

Marjorie Hall Haley, PhD - GMU22 Working with Gifted Students in Second Language Classrooms Identifying the Talents of Diverse Students Giftedness may be overlooked due to: unfamiliarity with student culture testing in L2 Different learning styles Possession of talents valued only in their own culture

Marjorie Hall Haley, PhD - GMU23 Working with Gifted Students in Second Language Classrooms Assessment Tools for Gifted Students Observation – teachers, parents, classmates Self-Identification – biographical inventories Portfolios – reveal progress, overall achievement, learner’s creativity

Marjorie Hall Haley, PhD - GMU24 Working with Gifted Students in Second Language Classrooms Programs for Gifted Students Enrichment Parent involvement Acceleration/honors program Mentor programs

Marjorie Hall Haley, PhD - GMU25 Working with Gifted Students in Second Language Classrooms Successful schools: Maintain a school-wide vision regarding outstanding education for LEP students Include LEP students in challenging, core, academic classes taught by trained and qualified staff Offer meaningful, in-depth learning across content areas Offer innovative instructional strategies emphasizing collaboration and hand-on activities Encourage parent/communication involvement

Marjorie Hall Haley, PhD - GMU26 Heritage Language Learners Heritage Language Learner: someone who has had exposure to a non-English language outside the formal education program Teachers should value the language and cultural experiences students bring to the classroom