Learning Blog 8

Chapter 11 had a strong focus on diverse learners.

In the beginning of the chapter, a definition for diverse learners was given: “those who might be at risk for academic failure who need special understanding and attention,” (p. 319). While I agree that diversity includes those who are at risk for academic failure, I would not say that that is what diverse learning means. Instead, I would try and relate it to the definition from Webster’s Dictionary of diversity itself: the condition of having or being composed of differing elements. Therefore, diverse learners would be learners who are composed of differing learning elements. Just because we are all different in the way that we learn and accept information, does not necessarily lead to academic failure. I can be somewhat successful in learning if a teacher does not always teach to my particular learning style. While it might be harder for me to understand the material, I would probably still be able to learn something.

I was confused when reading about the Universal Design for Learning. I felt like the text was unclear in connecting this to differentiated learning (or it just might be my summer brain). Also, I wish the authors would have included more direct ways of implementing this in a classroom. It sounds great but when I have to successfully manage 24 six year olds in my classroom, it’s quite a struggle to implement all of these things without an extra pair of hands.

I felt like the text perhaps spent too much time on ESL/ELL. I definitely agree that this is an area to discuss when talking about diverse learners; however, I felt like much of what was said was redundant and could’ve been said in a more concise manner. That being said, I did like what was mentioned in the 4 misconceptions about teaching ELLs:

o   1. Exposure and interaction will result in English language learning

o   2. All ELL students learn English in the same way and at the same rate

o   3. Good teaching for native speakers is good teaching for ELL students

o   4. Effective instruction means nonverbal support

I can strongly relate to #2. I had two students this year who were ELLs and they both struggled greatly in the beginning. I was constantly looking for new strategies to reach these students and from December to March, one of these girls jumped 8 reading levels! I was so surprised! It was like something had really clicked and she was off and rolling! The other student; however, only grew 3-4 levels. This experience really taught me that all ELLs do not progress at the same rate and the same way.

Overall I enjoyed reading this chapter, especially the portions on the at-risk students & the SES students—probably because that was the most applicable to my situation :)


Video Notes:
What are some of the cultural or economical problems or concerns that students have to deal with all while trying to learn?

-They don't understand the connection between school and "real-life"
-They don't feel like they're wanted
-The high amount of military kids are experiencing different transitions than those students who are not involved in the military life
-Students are not always given adequate resources outside of the classroom (internet access, etc.)
-Effective and engaged teachers
-Lack of parental concern

What are some things that educators can do?

-I think really concentrating on the affective domain would be a great start to get students more engaged and feeling like they have a place in the classroom
-Keep pursuing parents to get more involved, whether that's through phone calls, notes, etc. Don't give up if there is a lack of response!
-Find common ground with the students and build a mutual respect