Let's face it, no one learns the same. Some students are visual learners, some learn by listening, some simply by reading. But that doesn't even touch the surface of the difference in a diverse 21st Century classroom. We also have to consider students with disabilities, students who are gifted, and ELL students who are struggling with language barriers to name a few. So the question is, how can we prepare one lesson to meet the needs for all of these students at once? The answer, we can't! 

 

Prior to stepping into a classroom we need to have each of these differences in mind before approaching each lesson. We must first think of the standard or objective if the lesson or unit, and then find ways to engage each learner based on his or her individual needs. Below you will find some of the differences we find in our modern classrooms and some suggestions that might help you engage your diverse learners.

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Disabilities-

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Dyslexia- First you need to understand what it is. Watch this short video that will help you better understand the disability better.

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Doctor Kelli Sandman-Hurley mentions some ways in which you can help you students with dyslexia achieve their potential in the classroom. These ideas for differentiation are taken directly from her blog on Edutopia.

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• Books on audio: These should be introduced as soon as a reading deficit is suspected, and implemented as early as kindergarten. The idea is to make sure that the intellectually capable student is not missing the chance to read good literature and the grade-level content he or she is capable of understanding in a format other than reading. Learning Ally and Bookshare are reputable resources.

• Do not require the student to read aloud, unless he or she volunteers or had the opportunity to practice.

• Provide notes ahead of time or allow the student to record the lecture. The Livescribe Pen is a fantastic tool.

• Allow the student to verbally respond to short-answer and essay questions as well as dictate longer passages. Dyslexia affects writing as much, if not more, than reading. Their struggle with writing can often mask their actual thoughts.

• Do not mark off for spelling -- grade written assignments based on content only.

• Remove time limits from testing and other timed situations.

• Give multiple opportunities for success. If students who struggle in reading and writing are better at science, math, artistic, or physical activities, you can motivate them by showcasing their talents in other areas. It may the one thing a teacher does to save those students' interest in school.

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ADHD- Attention Deficit/Hyperactivity Disorder is one of the most common disabilities I see in my classroom. "Students who have ADHD have difficulty paying attention and staying on task. These students can be easily distracted and often have difficulty in traditional school settings" (Masters in Special Education, 2018, para. 3). While there are medications that can help students focus in the classroom, you will find that many times it comes down to you to accommodate the student with this disability. Here are some ideas to help students with ADHD in your classroom. 

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• Make learning student-centered- "Child- or student-centered learning presumes that students who are drivers of their own learning will be more invested and motivated" (Huerta, M, 2017, para. 6). In my drama classroom I like to guide my students instead of lead them. Letting students take control of their learning helps them feel confident and engaged in their quest to understand the skills they are practicing. It is also important to check in with the student who might get a little lost or flustered because of their ADHD. A gentle check in to remind them that you are there for support goes a long way in ensuring their continued engagement. 

• Integrating Personal Development- "Students with ADHD frequently lack skills required in the real world, including problem solving, time management, fiscal responsibility, personal accountability, communication skills, and public speaking" (Huerta, M, 2017, para. 8). In my class I like incorporating skits the revolve around real world issues. After each skit the class discusses what was realistic or unrealistic about each scene. To have a little fun you can have the students make the situation as absurd as possible and draw on the comedy element. The kids really enjoy the activity and you are helping your students with ADHD focus, and feel empowered, while staying engaged in the skills they need to acquire. 

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For more examples on how to help students with ADHD, continue reading this article by Merle Huerta on Edutopia by following this link. -------->

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Gifted Students- 

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Now we have discussed a few ways in which our students can fall behind in class, but what about our

students who are ahead of the curve. How can we keep students engaged in their learning if they learn

it in half the time as the rest of the class. In my drama classroom I usually give class time to develop

and practice for a performance assessment and I always get a few students who are finished in half

the time. When this happens there is nothing worse than being unprepared, and it is a waste of my

valuable drama time to let them work on other things. If I have pre-assessed my students correctly I

will be able to modify each task given to accommodate the students ability levels. This doesn't mean

that one group performs a 2 minutes scene and the gifted learners perform a 5 minute scene. It is

important not to make gifted students do more work, but to have them do work that engages them

with their abilities. 

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One of the best things you can do for gifted learners is to allow them to choose how they will present the skills they have acquired. If you have helped your students set goals for themselves they can easily combine the skills they need to learn, with the personal goals they want to achieve and come up with unique and creative ways to present it. I have noticed that when I try and set these assessments for my students I don't do nearly as well as they do when they set them for themselves. It's hard to let go as a teacher but once you have taught them you can sit back and act as a guide. I have been impressed over and over with my students abilities and have noticed my classroom become much more engaged when the students have their own agency. 

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