Amanda Butler

Chalance Deriso

Leah Clark

Nicole Dawson

Melissa Hooper

Meagan Townsend

Christen Smith

Levie Rice

Lilly Pickle

Sophia Winters

Britney White

Logan Wooldridge

Denise Myers

Brittany Angeles

Vanessa Singley

Andrea Jurado

Celia McCart

Teresa Moore

Flexible Grouping: Use partners and groups before assigning independent work.

Engaging with Learning: Allow students many forms for expressing their understandings such as creating multi-media presentations.

High Expectations for Learning: Call on genders equally, monitor non-verbal behavior carefully.

Differentiated Instruction: Use visual aids like pictures and graphic organizers to foster comprehension. Have a content objective and language objective for each lesson.

Multicultural Education: Use trade books to demonstrate multiply viewpoints.

Example: Take classes and use language apps to learn how to communicate. Translate parent messages and documents that go home.

Example: Using hand signals to help students follow the lesson helps keep students on track. You can show photos when teaching new vocabulary and spelling words. This helps give students a deeper understanding and visual for what they are learning.

Example: We can be mindful of who we are calling on during lessons and class discussions. We can also draw sticks with students' names on them to be fair.

Example: We can try to group certain students together based on ability and interest. We can also alternate between partnering and group collaboration.

Example: We can share lesson plans with resource teachers, so they know what skills we are working on. We can also discuss strengths and weaknesses to help guide their instruction.

Example: When teaching women's' suffrage, include viewpoints from different ethnic groups. We can find trade books that emphasize different points of view.

Instead of grouping by achievement level, try days where you group students by similar backgrounds. Giving students peer interactions and opportunities for interpersonal learning to close gaps in academics and lack of cultural experiences with classmates.

Pay attention to non-verbal behaviors from students to ensure all feel safe and welcomed in the classroom

Invite resource persons to the classroom (persons with disability, men, women, multilingual, ethnic minorities)

Engaging with Learning: Teacher include different activities for the diverse cultures in the classroom. When teaching a unit of money, the introduction could be to discuss and share currency from other countries. An image that represents the learning target could be displayed to hook the students into learning.

High Expectations for learning- Give specific feedback for students. Students who are more capable are given next steps to achieve higher expectations. Be a warm demander and don't expect less from students who might otherwise be thought of as less capable.

Flexible Grouping- Don't group students in a way that doesn't give them room to grow. Students should move and work with various students. Include whole group shared experiences.

Differentiated Instruction- Visual aids such as think maps, and graphic organizers for those students who require a more structured approach. Align learning activities with the ending in mind. Know what you want the students to be able to do at the end of a lesson.

Multicultural Education- Teachers need to be mindful of cultural differences. When engaging with students be certain to know what gestures may be culturally offensive.

Encourage students to write biographies of people who had an effect on their lives. Sharing these biographies could bring awareness for other students.

In Pre-K, greeting students in home languages and including vocabulary in English and home languages.

2-depending on student need, some students can read a book, some listen to a book, or even watch a video. For each of these a graphic organizer is helpful to fill out as they go

3-a vocabulary station-google slide activity, cut/paste, kiddle.com research, matching, etc...

Periodically change flexible groups so that students can collaborate with peers who have diverse cultural backgrounds and learning preferences. This exposes students to a variety of viewpoints, encourages teamwork, and develops empathy.

Continuously monitor students' progress and adjust flexible grouping as needed based on their evolving needs and academic growth. Flexibility is key to ensuring that all students receive appropriate support and challenge.

Teach children how to read and make charts and graphs depicting geographic or economic data that they have gathered about their communities.

Another teaching suggestion is to build plenty of opportunities to sing, move, and interact into your lessons.

Use of this tip: I would also encourage other students to learn simple phrases in other langues. I have always noticed students are facinated when they hear other children speak in different languages. I would allow time for us to bond and learn more about each others' language and culture.

*Use needs based groups when scaffolding to assist students who have difficulties learning.

*Use pairs when sharing responses to the same readings.

*Use partners and groups before assigned independent work to ensure students understand material from peers first.

*Use cooperative learning when tasks are more complex such as projects like models, or even writing a book.

Use of tip: Have students share what they would do if they were in a certain situation. For example, when learning about Jackie Robinson students could share how they would approach situations if they were a friend of Jackie.

Ex: The teacher provides resources for each branch of government and allows students to research. Students are able to view videos and documents to gain information. Students will then create a presentation on PowerPoint about one branch of government and will present to the class.

Salena Gutierrez

Amanda Wood

Nicole Spomer

Hillary Roebuck

I do this in my classroom by making myself accountable to my students. If I tell them I am going to do something, like bring them a treat for working hard on the Milestone test last week, I make sure to bring them a treat before the end of the week. I actually did this last week. The kids reminded me or asked about the treat every day until I brought it. My students need to see me following through and doing what I say I will do. This builds our relationship and provides an experience to build on.

Student's anchor charts and graphic organizers can be scaffolded to best meet the students needs. One student may need multiple sentence starters or framed sentences wile another may only need topic sentence starters. Anchor charts are also a great tool and students can refer to them often. Students could have an "anchor chart binder" that would include an anchor chart of all skills covered. Students can refer back to the anchor charts are often as needed.