31st Aug 2006
Satisfying The Differences In The Classroom
“Schools are like airport hubs - student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different flight plans (Levine, 2002, p. 336).”
Satisfying the differences in the classroom requires different teaching methods to satisfy the different ways that students learn.
-Students that learn at a faster pace, and need greater depth of knowledge than is planned for in a 35-60 minute lesson. There should be plans for adapting the pace for that particular student or individual.
-Students that have difficulty learning should have provisions made to ensure that the essentials are learnt.
-What if a students’ first language is Russian? She is learning to speak English, there should be a plan in place to offer this student critical elements in learning this new language.
-Kids who give up. Incessant planning should be in place to actively reconnect student with student body and classroom work.
The differences in the classroom are vast. However, we propose that differentiated instruction matters in the way children learn. As a teacher, we must take into account “who” we are teaching or tutoring. Teachers must constantly plan ahead and actively to accommodate each learning style. Dr. Howard Gardner states that there are 7 learning styles:
1. Logical/Mathematical
2. Bodily/Kinesthetic
3. Musical
4. Spatial
5. Interpersonal
6. Intrapersonal
7. Linguistic
It is mostly imperative to revisit the seven common ways that students learn. This addresses the diversity and different learning modalities. For example: A classroom that is ready should have the following elements, for basic learning: manipulative’s, visuals, taped instruction (auditory learner) and text for supplemental work. By linking these student traits with classroom elements teachers and tutors alike can steadily assess student readiness and interest. This ensures maximum learning.
Rachelle & Véronique Carrié are both born from Haitian immigrants, raised in Montreal. French and English were spoken at home. Education was cultivated through educational games, activities and books! Véronique and Rachelle were summoned by their mother, also a teacher, to do great things for children. Upon finishing their Educational & Early Childhood degrees at Concordia University both were clear on what they had to do. For more information, contact Rachelle Carrie at: akivalearning.org akivalearning.org
“Schools are like airport hubs - student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different flight plans (Levine, 2002, p. 336).”
Satisfying the differences in the classroom requires different teaching methods to satisfy the different ways that students learn.
-Students that learn at a faster pace, and need greater depth of knowledge than is planned for in a 35-60 minute lesson. There should be plans for adapting the pace for that particular student or individual.
-Students that have difficulty learning should have provisions made to ensure that the essentials are learnt.
-What if a students’ first language is Russian? She is learning to speak English, there should be a plan in place to offer this student critical elements in learning this new language.
-Kids who give up. Incessant planning should be in place to actively reconnect student with student body and classroom work.
The differences in the classroom are vast. However, we propose that differentiated instruction matters in the way children learn. As a teacher, we must take into account “who” we are teaching or tutoring. Teachers must constantly plan ahead and actively to accommodate each learning style. Dr. Howard Gardner states that there are 7 learning styles:
1. Logical/Mathematical
2. Bodily/Kinesthetic
3. Musical
4. Spatial
5. Interpersonal
6. Intrapersonal
7. Linguistic
It is mostly imperative to revisit the seven common ways that students learn. This addresses the diversity and different learning modalities. For example: A classroom that is ready should have the following elements, for basic learning: manipulative’s, visuals, taped instruction (auditory learner) and text for supplemental work. By linking these student traits with classroom elements teachers and tutors alike can steadily assess student readiness and interest. This ensures maximum learning.
Rachelle & Véronique Carrié are both born from Haitian immigrants, raised in Montreal. French and English were spoken at home. Education was cultivated through educational games, activities and books! Véronique and Rachelle were summoned by their mother, also a teacher, to do great things for children. Upon finishing their Educational & Early Childhood degrees at Concordia University both were clear on what they had to do. For more information, contact Rachelle Carrie at: akivalearning.org akivalearning.org
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