DIVERSE INSTRUCTIONAL 1

Diverse Instructional Strategies Graphic Organizer

Lindsay Ptasienski

University of Phoenix

EDD 585
Sharon Stone

August 23, 2010

 DIVERSE INSTRUCTIONAL 2

Diverse Instructional Strategies Graphic Organizer

1. Student Self-Evaluation: Basic Needs

2. Differentiation: Pre-Assessment
3. Independent Reading
4. Learning Centers and Stations
5. Individualized Instruction
6. Peer Tutoring
7. Use of native language and culture in the instruction of language minority students
8. Graphic Organizers
9. Emphasis on critical thinking, problem solving, and inquiry
10. Timeline

Number Name How to use Activity in
Diverse Classroom
1 Student Self- This is a self-assessment that
Evaluation: can be given to a student who
Basic Needs reacts strongly to classroom
activities without explanation.
A self-evaluation can be
administered to help them to
better understand why they do
what they do.
2 Differentiation: This tool would be a series of
Pre- questions that would help the
Assessment teacher to better understand
how each student best learns
and comprehends material so
that teaching and testing
strategies may be more
differentiated during the year.
3 Independent In a diverse classroom,
Reading creating independent reading
groups would mean that the
students would be divided into
groups based on ability level.
They could be placed with
An example of how you would
use the activity in your content
area to meet the needs of
diverse learners
As I begin to transition from
Mathematics to Science, Johnny
begins to scream and cry because
he does not want to move on to
the next subject. Since Johnny is
very task oriented, I administer
the Why I do what I do student
self-assessment. On this sheet,
Johnny fills out the worksheet
that can help him identify why he
is reacting so strongly. Rather
than crying for no reason, Johnny
is able to identify his emotions.
In a classroom of ESL students,
minority students, and students of
various socio-economic statuses, I
realize that the math proficiency
of these students is most likely
drastically varying. On the first
day of class, I would give a small
assessment to evaluate how the
students would best learn and
grow so that I can better evaluate
the need in my classroom.
I will also be certified in reading
for middle school. In one
classroom that I was able to
observe, the teacher had printed
each morning, a short story for
each student. They would then
DIVERSE INSTRUCTIONAL 3
An analysis of where and when to
use the activity in the classroom
and for whom it would be best
suited
This tool is created for students who
are a part of the Autism Spectrum
during classroom or subject
transitions in the classroom.
Administering the self-assessment
multiple times a day can help the
students to explain what they are
feeling.
This activity can be used for any
students—behaviorally at risk,
academically at risk, ESL, gifted,
etc. In fact, this tool is used to help
the teacher gauge which students
need more assistance and
accommodations than others.
Independent reading would be best
used as a daily activity so that the
students can get more individualized
instruction. This would be ideal for
gifted students, or academically at
risk students.

readers that are at or slightly
above their reading level so
that they can work together and
encourage one another’s
growth.
4 Learning In a diverse classroom, this
Centers and activity can be designed to
Stations meet the needs of many
different student groups. It can
be designed to enhance the
conversational skills of
international students, or to
encourage the social
interaction of children on the
autism spectrum. Centers
would be designed to meet
various levels and learning
preferences.
5 Individualized After completing something
instruction like a pre-assessment to
determine where students are
at with their ability levels,
teachers can tailor reading
DIVERSE INSTRUCTIONAL 4
split up into their reading groups
and read the book, then answer a
series of questions in their
reading journals. Since there
were groups that had a higher
need than others, the teacher was
able to circulate around the
classroom to provide for those
needs. Not only that, but she had
students that knew to help and
assist others when they were
finished so that the students were
able to help one another.
For a math learning center I think that stations are great for
activity for a third grade behaviorally at risk students because
classroom with a large it give them the opportunity to get
international student population, I moving and to interact with students
could create stations that around them while taking ownership
encourage discussion. I could for their learning. I think they are
place the students in groups based also ideal for ESL students because
on their first language, and they they get to interact and practice their
could have one word problem that educational and conversational
requires group discussion; one English. This is good for cultural
problem to be worked on and gender diversity as well, and it
individually with manipulatives causes students of all different
then discussed; and one station backgrounds to work and enrich one
where they must create a strategy another’s learning.
for a mathematical phenomena.
In a group of diverse math This could be especially good for
students, this could mean that I students who are academically
monitor and evaluate each behind and even for students who
individual student rather than are gifted. It allows the teacher to
comparing them to other students meet the students where they are at,
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activities or math activities to in the class. I would recognize and challenge them despite their
allow for individual pacing and the strengths and weaknesses of placement in relation to one another.
instruction. the student and tailor instruction
to the areas that need
development for a given
curriculum goal (i.e. time tables).
6 Peer Tutoring This activity can be used in a For science activities where This is great to encourage
diverse classroom all students are required to complete socialization amongst socio-
throughout the day. Changing an activity at their groups and economic barriers, cultural barriers,
the seating of students and answer questions as a group, the language barriers, and gender
strategically placing students teacher can place students barriers. This is great for gifted
that are more academically together who are of different students to learn to tutor, and it’s
gifted with those who are cultures or genders. The teacher great for struggling students as well
academically at risk, could will have taught students how to to receive peer help.
create relationships that look tutor, what attitudes to have, and
out for one another. This could how to encourage and motivate.
also look like mixing up ESL As the teacher monitors the
students with non-ESL student’s progress, she must be
students so that the ESL sure that the science activities are
students can practice their being completed, that the students
English and receive more are not simply taking the answers
personalized, contextualized of the tutor, and that the learning
tutoring. of the tutor is not suffering.
7 Use of native In a classroom where there are For social studies, I could have a This strategy is particularly useful
language and many different languages presidential debate and their for ESL students. Several studies
culture in the present, splitting the groups up could be a democratic and show that the more a student uses
instruction of into first language groups republican side. The two their primary language, the more
language could be a way to complete candidates would have to promote likely the student is to be
minority group work, team activities, their party and what they stand academically successful.
students writing responses, etc. for. Splitting the groups up by
first language could allow
collaboration and discussion to be
done in their first language so that
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they can expand and collaborate

with one another more
comfortably.
8 Graphic Graphic organizers can be used If I had the students working on Graphic organizers can be useful for
Organizers in a variety of different ways. an individual reading and writing students who have ADD, who are on
They can be put inside of a activity where they were required the Autism Spectrum.
planner, on top of a desk, on to read a piece of science reading,
the teacher’s desk, in the form and then they had to highlight the
of a binder or folder or poster. text and answer 3 questions, I
They are used to keep the could have a list on the desk of a
student focused and on task. student who struggles with ADD,
so that they can remember to stay
focused by checking off the list of
things that they needed to
complete.
9 Emphasis on This strategy can be used in the I am teaching a science lesson This method would be very useful
critical form of extra worksheets, about how sound travels in for gifted students.
thinking, extended critical thinking waves. With the group that could
problem questions, further peer use more of a challenge, I could
solving, and discussion, etc. approach their group and ask
inquiry them a different, more specific
question about where they may be
able to see sound waves move
(on water). I could encourage
them to ask one another more
questions as well.
10 Timeline Timelines can be created as a I assign a reading assignment for This instructional activity could be
small assistance to students the student to complete. Once used to help with students who are
who have a hard time staying they have read the assignment, on the Autism spectrum, who are
on task during class. A new they will be required to look up behaviorally “at risk”, or who have
timeline can be given to the the definition of one word that ADD.
student either each day or even they didn’t understand in the
at the beginning of each new dictionary. After looking up the
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activity throughout the day. word, they must write a new

sentence using that word in
correct context and with correct
spelling. For a student who were
to use a timeline, I would
probably a chart that estimated
the amount of t time that they
should spend on each aspect of
the assignment.