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What standards am I teaching?

What do I want students to know and understand?

Will the activities planned cover multiple learning areas?

Will the lesson be relevant and interesting to my students?

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The weather here in Jacksonville is very unpredictable. Sunny and warm in the morning, thunderstorms by the afternoon and vice versa. How can we plan some safe and fun sensory activities in the event of bad weather during our outside recess time?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

Where can I make connections to other subject areas and find the resources to do so?

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What instructional delivery method will I use?

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

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What am I going to use/not use?

What do I need to adjust so that all of the students gain a good understanding of the lesson?

What is my plan for implementation with the materials that the students will be using?

Are these materials and my instructional design meeting all students' needs/different learning styles?

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Day 1: Collecting Information

Students will work with the teacher to use a weather app to track and record weather data for a five-day period using a graphic organizer. How many days were sunny and how many days did it rain?
With teacher help, students will make a weather graph using the information obtained from the research done on the weather patterns from the five days and chart them on our graph.

Days 1 - 3

Teacher led small group lesson: Students will be introduced to a weather app that allows them to track the weather.

Students will dictate their thoughts to the teacher and those thought will be also added to a piece of chart paper. Once the lesson is completed, these papers along with picture of the day will be put on display in our classroom.

Teacher led small group: Students will be introduced to each activity through teacher work samples. The students will discuss ways that they think that the project was put together and come up with various ways of making their own crafts.

Circle time: Teacher will ask the students what they think we could do if it rained during our recess time. Teacher will record answers on a piece of chart paper to use for reflection after the lesson is completed.

Days 3-5: Students will begin to create crafts during small group lessons with the teacher giving minimal assistance as we want the children to use their individual creativity as they work.

The students will be shown several rainy-day crafts. The students will be instructed on how they will move from station to station (after they set them up) and create their own crafts.

Students will be encouraged to ask questions and give suggestions on how they could make the craft better or different.

There will be five stations for the students to work at.

Students will listen to stories about children who experience rainy days during their recess times and the different things they do during that time.

They will be asked open ended questions related to the stories and draw pictures in their journals during art.

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Items to create crafts:

Construction paper

Cotton balls

Pom Poms

Yarn/string

Glue

Scissors

Paper plates

Paint/Brushes

Food coloring

Droppers

Tape

Computers

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Virtual Resources:
http://theweatherchannelkids.com/

How Do We Know When It Will Rain? | Weather Science | SciShow Kids - YouTube

Be a Weather Watcher | Weather Science | SciShow Kids - YouTube

Rainy Day Activities: 20 Fun Things to do When it Rains | Rhythms of Play

10 Rainy Day Crafts (teachingmama.org)

Rainy Day Rainbow Craft (freekidscrafts.com)

Books:

Down Came the Rain by Dr. Franklyn M. Branley

Rain! Board Book by Christian Robinson

We Play on a Rainy Day by Angels Shelf Medearis

Singing in the Rain by Arthur Freed and Nacio Herb Brown

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National and Local Weather Radar, Daily Forecast, Hurricane and information from The Weather Channel and weather.com

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The Weather Channel and weather.com provide a national and local weather forecast for cities, as well as weather radar, report and hurricane coverage

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Formative Assessments:

After we have gotten to do the indoor play day, and done all the crafts, I will have the students tell me what they liked most about planning the day and what craft project they like working on the most. All our work will be displayed in our classroom and the photos will be added to the students TSG (Teaching Strategies Gold) assessment folder.

I will also keep these and similar lessons reading available in the event the weather prevents us from going to recess.
Students will show understanding of researching the weather by answering/asking questions related to tracking the weather patterns and the teacher led instruction by use of the materials/books used.

Charts will be made of what the students say about their tasks and dictation will be done as the students work and used as Running Records.

Student maps/drawings of the work areas will be used as a formative assessment. Pictures will be taken and added to each students TSG assessment folder. Students will also get to keep photos of themselves working.

I will place photos around the room for the students to look at and discuss during class time.

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Ways to support diverse learners:
*Make an IEP cheat sheet
*Encourage active learning
*Embrace small group and learning stations
*Group by learning style, not ability
*Promote project-based learning
*Incorporate ed-tech and adaptive learning tools
*Provide alternative testing options
7 creative ways to teach diverse learners - Classcraft Blog - Resource hub for schools and districts

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Classroom teachers and other specialists seem to be on a constant search to find creative ways to teach diverse learners. This label is a catchall assigned to many different types of students because of their culture or race, religion, academic ability, native language, or socioeconomic status, among other considerations.

In general, the term represents one who differs from the majority of students in some way when it comes to their education.

The law protects many of the groups mentioned above when it comes to the type of education they should receive. According to the Elementary and Secondary Education Act (ESEA), meeting the needs of diverse learners is a responsibility, not a bonus. Many teachers have committed to making sure that all students receive an equal and adequate education. But it's figuring out how to provide this that's the tricky part.

This article is a compilation of many tried-and-true, research-based, and teacher-approved techniques that can make figuring out how to teach to diverse learners a lot easier.

7 things you can do to teach diverse learners

1. Make an IEP cheat sheet

Individualized education plans (IEP) are lengthy, detailed documents. Even if you start the year gung-ho and read every IEP plan delivered to you, it's highly unlikely that you'll memorize and retain every single accommodation required.

To save yourself the time of having to go back and read the plans repeatedly - or worse, forgetting to provide what the law requires - you should take some time to make an IEP cheat sheet. Doing so will allow you to store reminders about important special education for a student on a single page. The benefit? Fewer headaches for you and a greater understanding of ways to reach and teach diverse learners.

Most educators have created at least one lesson where they thought, "This is great - I can't wait to teach this!" Then, they took it into the classroom, and the kids either didn't get it or wouldn't participate. This demonstrates a teaching fact that should be shared with all newbies: A good lesson written to state standards isn't good enough.

It can be challenging to keep students engaged and actively involved. This is especially true for students who struggle with learning, speak English as a second language, or have trouble focusing. The solution? Incorporate active learning strategies. Michigan State University's Office of Medical Education Research and Development suggests the following as a way to teach diverse learners:

Group learning

Case-based learning

Group discussions and talk-and-turns

One-minute papers and one-sentence summaries

Demonstrations and memory matrixes

The "muddiest point" is a personal favorite of mine; it hat asks students to write notes on the most unclear or most confusing part of a lesson, assignment, or project. Then, you address these issues with students.

3. Embrace small group and learning stations

I will never forget the first year I taught fourth grade as a self-contained instructor. I had been teaching third grade at that particular school for a couple of years and decided to move up a grade to teach with two of my favorite co-workers. When I found out they liked to teach math in small groups, I instantly thought that the move was a mistake. You should teach math to the whole class at once, I thought. That's the way we learned it, wasn't it? Thankfully, I was wrong.

Here's how this might look in a classroom:

I split my class of 20 into five mixed-ability groups. Students also sat in these groups daily since the desk layout was also in groups of four. Every day during math, I would do a whole-class introductory lesson that served as a lead-in for what we would learn. This covered the basics. Then, students would look at the whiteboard and determine where their group was to start on the center rotation. My setup included:

Teacher Table: Daily Lesson (I taught this to each group).

Table 2: Math Facts in a Flash (handheld games/tablets practicing math facts).

Table 3: Review Roundup (worksheets/games that review concepts students already understood).

Table 4: Dice and Card Center (you can find tons of these activities on Teachers Pay Teachers).

Table 5: Create a Test/Writing Prompt/Journaling (activities vary, but create a test requires students to pull a topic such as addition, subtraction, etc. and then create math problems and an accompanying answer sheet).

Students rotated tables clockwise at my signal (with a timer, of course) until everyone had been to the teacher table. The results were amazing! All students, including my diverse learners, understood the material better.

Now, I'm not suggesting that you have to divide your class into small groups for every lesson (although you certainly can). You should consider including centers and small group activities into your weekly routine in some way because it:

1. Helps all learners, especially diverse learners, by addressing knowledge gaps

2. Promotes collaboration and communication among students

3. Gives you more opportunities for feedback

4. Encourages independent learning

The University of New South Wales Sydney provides some suggestions and guidelines for effective small-group teaching.

4. Group by learning style, not ability

In my experience, grouping by ability is counterproductive. It can make things a little easier at the teacher table, but research is clear that in general, it keeps struggling students where they are and does little to boost students of intermediate aptitude to higher levels.

So, how should we group students? I've found that using mixed-ability groups can promote learning, especially when students get the opportunity to coach or teach their peers' An extension of this is to place students who learn in similar ways together - visual learners with visual learners, auditory with auditory, etc. Doing so can make a huge difference during small-group instruction.

Here's a personal example:

Ms. Dean has a group of four students who are hands-on learners and have varied math abilities. One student is advanced, one is at baseline level, and two struggle with math. In general, all four shine during inquiry-based activities and project-based learning opportunities but dislike paper-and-pencil activities. One of the students is an ESL student. One has ADHD.

By grouping them together, Ms. Dean is able to create a differentiated instructional plan and use hands-on manipulatives to allow the students to demonstrate their skills. She finds that doing so is one of the most effective and creative ways to teach diverse learners.

While you are differentiating your teaching, consider project-based learning (PBL). But first, a disclaimer: You can not assign a poster project on Friday, send it home with students, and call it project-based learning.

Project-based learning is not a summative assessment; it is a way of actually helping students understand what is being taught through hands-on methods. During PBL activities, kids work together to solve real-world problems by coming up with solutions together. Although glue and poster boards are sometimes involved, the real ingredients of project-based learning activities used to teach diverse learners are:

The academic content itself (the topic you're teaching)

Real-world scenarios that make the material more relevant

A sense of purpose (end goal)

Opportunities to practice collaboration

21st-century skills

Student-focused activities with ample choice

Opportunities for self-reflection

Examples of PBL activities include this example:

A history teacher is looking for a way to help his students better understand the impact that legislature and the Trail of Tears had on Native American communities. Instead of having them read a passage or do a traditional research project, she assigns them to small groups.

Then, she asks them to come up with a better way the government could have continued on with U.S. expansion without negatively affecting the populations that had lived in the U.S. for thousands of years before European settlers arrived.

Because he wanted students to have a choice in their learning, the teacher made the project open-ended. This permitted students to present their plan any way they wanted to. Some suggestions included a skit, papers, or visual presentations.

6. Incorporate ed-tech and adaptive learning tools

Another suggestion for finding creative ways to teach students is to incorporate ed-tech and adaptive learning tools. There's plenty of technology out there designed with certain types of students in mind; there's no need to reinvent the wheel. Instead, try incorporating these tools:

Peardeck presentations like the Newsela Daily Deck, designed to make news articles interactive

Plickers, free card activities for formative assessment

Wordsinasentence.com to help students understand vocabulary in context

Classcraft for game-based classroom management options, like topic review framed as Boss Battles

Book Creator as an alternative assessment

Google Keep for electronic note-taking and organization

7. Provide alternative testing options

One final suggestion is to find alternative testing avenues for individual learners (if allowed) or the class as a whole. The fact that we traditionally test on paper doesn't mean that it's the only acceptable way. Instead, you should differentiate your approach by allowing students to answer orally, through drawings (pictures), and with the use of their notes.

Doing a quick Google search for "alternative assessments" will bring up tons of creative testing ideas for every type of student. This will allow you to evaluate your students better and improve your own teaching.
Photo: Google Edu

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7 creative ways to teach diverse learners

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Classroom teachers and other specialists seem to be on a constant search to find creative ways to teach diverse learners. This label is a catchall assigned to many different types of students because of their culture or race, religion, academic ability, native language, or socioeconomic status, among other considerations.

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Students will be asked open-ended questions about the lesson topic and the activities they will engage in.

Students will be encouraged to create work to display around the classroom and work to compose sentences about the activities so that they will be able to convey meaning to their work.

Students will be also encouraged to discuss their work with their peers.

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Students will help the teacher with the weather chart as we track the days.

Students will also help with arranging and putting away the materials after use. They will work together to make this the best indoor play possible.

Student groups will be responsible for laying out and cleaning up materials after use.

They will rotate from station to station making each craft. Once crafts are completed, we will place them to let them dry then display them around our classroom.

Students will work in small groups and in those groups plan what items they think would work best from the items chosen.

Once the activity is over, they will again get together in these small groups and discuss what worked and what could be changed to make things better.