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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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)

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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