Instructional Strategies for Diverse Learners

Instructional Strategies for Diverse Learners

Instructions:

Instructional Strategies for Diverse Learners

Instructional Overview
The instructional strategy for diverse learners discussed in the essay is for Grade six learners. The learning standard selected is the English Language Arts (ELA). The class is constituted of seventy-five students. Some learners in the class have grade-level language proficiency while others are two years above the grade level among other categories. In terms of racial composition, the class constitutes of African Americans, whites, Hispanics, and Latino students. The majority of the learners come from middle-income families. The rest come from poor and rich backgrounds. The family backgrounds of the students differ. Some come from single-parent families while other learners hail from double-parent families. The class constitutes eleven students with trauma, thirty-five struggling students, fourteen English language learners, and fifteen gifted students.
Learners at great six have distinct features. For most learners, the puberty stage sets at sixth grade. Also, the learners at the level undergo rapid intellectual development. They become aware of their personality and identifies with people having similar traits to theirs. The students are also struggling to gain social acceptance in the sixth grade. They often interact with friends in the process of developing friendships.
For the teaching of the English Language Arts, focus areas are grammar, writing, communication, reading, and research. In grade six, based on the Virginia Standards of Learning (SOL), the students are expected to be conversant in active listening, communication, and working in groups with their learners. According to Virginia Standards of Learning published in 2017, section 6.4 of the assessment blueprint states that:
The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify and analyse the construction and impact of figurative language.
e) Use word-reference materials.

Strategies for Teaching Gifted Learners
Gifted learners possess special features not present among other learners. One of the characteristics depicted by gifted students is alertness. The learners are exceptionally alert during the teaching and learning process. They manifest high concentration levels unlike their peers in the classroom. The second trait of gifted students is the ability to grasp concepts quickly. During the teaching and the learning process, the educator uses less effort to present the class concepts to the gifted students due to the ease of understanding the class concepts. Thirdly, gifted students have an excellent memory. They keep information shared by teachers for longer periods. They can easily remember the learned concepts during the class assessments. Lastly, gifted learners comprehend complex words and narratives for their ages.
One of the strategies for teaching gifted students is through differentiated learning. Differentiated learning is where the educator uses different approaches to teach the students based on their needs. For the case of gifted students, differentiated learning involves narrowing down to individual needs to address (Ismajli et al., 2018). Gifted students have varied needs that the instructors need to address differently. Another strategy for teaching gifted learners is letting them remain at the helm of their learning process. The instructor should let the students ask questions and do more reading while in the class. The gifted students also need to be allowed to research on their own (Ismajli et al., 2018). When teaching the English Language Arts, the gifted learners will derive meanings for complex vocabularies within different texts.
Struggling Students
Struggling students possess myriad characteristics. One of them is that the struggling students get frustrated easily. The students can hardly keep up with the pressure to succeed. When they fail, they are more likely not to bounce back. Moreover, the students have no self-motivation (Tomlinson, 2017). They feel no want to succeed due to low self-efficacies. The students take longer than normal to complete a given task from their instructors. The delayed completion of the classwork is due to the perception from the learners that the work is difficult. Late work completion also emanates from a lack of motivation to learn.
For the English Language Arts (ELA), two strategies will apply to help the struggling students interpret and analyse different words and sentence structures. One strategy when assisting the students to learn interpretation and analysis of words involves giving them more time to think (Tomlinson, 2017). As struggling students, the instructors need to accommodate them by allocating more time for response. The second strategy in teaching ELA standards to struggling students is to avoid giving out the answers to the students quickly. Instead, the instructor should let the students analyse and interpret works independently before giving answers.
English Language Learners
English language learners are students who are learning the native English language. Their English is developing in complexity but have problems understanding conversations quickly. Consequently, the students miss important class concepts during the teaching and learning process. In enabling the students to interpret, analyse and match words with similar meanings during the teaching process, the instructors need to develop unique strategies. One of the strategies for teaching ELL students is establishing a close relationship with students while providing a culturally responsive teaching approach (Dincer, 2020). A closer relationship with the students enables the instructors to provide the right assistance to the students during the analysis and interpretation of the concepts on the English core standard. Further, a culturally sensitive teaching approach encourages the students to learn more. Additionally, the educators can reduce the speaking pace and increase the waiting time. The strategy will afford the students more time to analyse and interpret the different words and give their synonyms as required in the assessment blueprint for grade six learners.
Students Impacted by Trauma
Traumatized students manifest different signs. One sign is constant anger because angering traumatized students during the teaching and learning process is easier. Secondly, the students are aggressive (Post et al., 2020). They respond violently to situations at school and have difficulties relating with their classmates due to their violent nature (Post et al., 2020). The students experience difficulties in concentrating during the learning process.
In meeting the objectives of the Standards of Learning, the educators can connect the emotionally disturbed students to counselors or social support programs. Counselling the students will balance their emotions and assist them to concentrate during the classes (Post et al., 2020). The second strategy towards assisting the students is focusing on their strengths in the learning process. The educator should aim at reinforcing the abilities of the students for improved classroom performance.
Conclusion
In conclusion, there are numerous strategies an educator can use to address the varying needs of the learners in the classroom. The strategies include personalized learning, establishing a close academic relationship with the students, use of differentiated learning, exercising a culturally sensitive teaching approach, and connecting students with emotional needs to support programs. All the strategies can be applied in the learning process through the use of alternative assessments. The instructor should adopt alternative tests to capture the proficiency of the learners over a period rather than traditional tests to determine the depth of knowledge.
References
Dincer, A. (2020). Understanding the Characteristics of English Language Learners’ Out-of-Class Language Learning through Digital Practices. IAFOR Journal of Education, 8(2), 47–65. https://doi.org/10.22492/ije.8.2.03
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
Post, P. B., Grybush, A. L., Flowers, C., & Elmadani, A. (2020). Impact of child–teacher relationship training on teacher attitudes and classroom behaviours. International Journal of Play Therapy, 29(3), 119–130. https://doi.org/10.1037/pla0000118
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.

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Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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