Best Practices: Nurturing Intellectual Competence

Best Practices: Nurturing Intellectual CompetenceCUR/506 Learning Team E4/8/2019 for Wayland Huggins

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Best Practices: Nurturing Intellectual Competence by Mind Map: Best Practices: Nurturing Intellectual Competence

1. English Language Learners

1.1. Best Practices

1.1.1. Through implanted policies and practices (Murray, 2015).

1.1.2. Including Social and Emotional learning, academic learning which have to be made accessible to ELL students.

1.2. Differentiating for Diverse Intelligences

1.2.1. Incorporating multiple intelligences into curriculum planning

1.2.1.1. Providing the chance for students to work with materials hands on, or see it visually is helpful.

1.2.1.2. Using math manipulatives, and showing many example problems, improves communication and learning.

1.2.2. Strategies for differentiating curriculum

1.2.2.1. "Content teachers should be able to unpack the linguistic and textual complexity of content texts in order to provide quality education to the ever-rising ELL population that needs explicit instruction in order to develop English academic language and access content knowledge." (Zhang, 2017).

1.2.2.2. Teachers are working on the same information, but allowing their students more access to the information by explaining it in different ways.

1.2.2.2.1. Zhang was referencing a content teacher talking about word meanings in a poem, but this can be applied elsewhere as well.

1.2.2.2.2. In math, it could be showing students the meaning of numbers, or using base ten blocks for regrouping to have students see that the phrase regrouping is coming from re grouping the ten in the tens place, into ten ones.

1.3. Relevant Theories

1.3.1. Social and developmental theories that would influence curricular decisions

1.3.1.1. "Social development" was used first by sociologist in the late nineteen century to define the process by which the society evolved from a traditional or primitive state to a modern, advanced level of civilization." (Sorm, 2016).

1.3.1.2. For ELL students this can be changing of the curriculum, and best practices through out the years of teaching them to the student and keeping what works best.

1.3.1.3. As we develop with technology the use of technologies in the classroom can be used

1.3.2. Coates, says that teachers also need to be taught how to teach ELL students. This impacts the curriculum of the teachers by improving training and requiring an ESOL endorsement, especially in states with ELLs have a higher population (2016).

2. Children from Poverty

2.1. Best Practices

2.1.1. Build students' brain capacity in areas of attention, memory, processing skills, and long-term effort (Clandos, 2008)

2.1.2. Foster their mind-set of hope, determination, change, and optimism by asking them about their dreams and bringing successful students back to talk to new ones. (Clandos, 2008)

2.1.3. Be aware of chronic stress and economic issues that may face (Clandos, 2008)

2.1.4. Build relationships with your students and their families (Harmon, 2018)

2.1.5. Create a positive classroom culture (Harmon, 2018)

2.2. Differentiating for Diverse Intelligences

2.2.1. Incorporating multiple intelligences into curriculum planning

2.2.1.1. Allow students to meditate and exercise to release stress and anxiety (Clandos, 2008)

2.2.1.2. Teach and allow visual students to use physical and mental models (Payne,2008)

2.2.2. Strategies for differentiating curriculum

2.2.2.1. Hold them to high expectations by giving them an opportunity to set goals and then coaching them to reach them (Harmon, 2018)

2.2.2.2. Expose students to places outside of the classroom (Harmon, 2018

2.2.2.3. Teach them social-emotional strategies such as breathing techniques or have classroom circles to promote community (Harmon, 2018)

2.2.2.4. Use rubrics and benchmark test to identify mastery (Payne, 2008)

2.2.2.5. Teach students how to ask questions (Payne, 2008)

2.3. Relevant Theories

2.3.1. In all countries, poverty presents a chronic stress for children and families that may interfere with successful adjustment to developmental tasks, including school achievement (Engle,& Black, n.d.).

2.3.2. Low-income children are at increased risk of leaving school without graduating, resulting in in?ation-adjusted earnings in the United States that declined 16% from 1979 to 2005, averaging slightly over $10/hour (Engle,& Black, n.d.).

2.3.3. Evidence from the National Institute of Child Health and Human Development Early Child Care Research Network has shown that children in poverty have lower cognitive and academic performance and more behavior problems (Engle,& Black, n.d.).

2.3.4. However, children from poor families are less likely to be read to than children from better off families. In the United States fewer than half of low income preschoolers are read to on a daily basis, compared with 61% in families above the poverty line (Engle,& Black, n.d.).

3. Exceptional Learners

3.1. Best Practices

3.1.1. Allowing the student to feel included in the general education classroom

3.1.2. Being aware of what is going on in the student's outside life to include house, family, or situational.

3.1.3. Accommodations for social and emotional issues that arise due to disabilities

3.1.4. Be responsive to diverse learning needs (Smith-Dixon, 2019)

3.2. Differentiating for Diverse Intelligences

3.2.1. Incorporating multiple intelligences into curriculum planning

3.2.1.1. Small group

3.2.1.2. Leveled groups

3.2.1.3. Modifications/Accommodations to classwork and homework

3.2.1.4. Continued assessments to meet needs

3.2.1.5. Different forms of assessments to better meet the needs of all students

3.2.2. Strategies for differentiating curriculum

3.2.2.1. Inclusive classroom (Elaine Fletcher, N/A)

3.2.2.2. Incorporating strengths and interests of student

3.3. Relevant Theories

3.3.1. Inclusive classrooms should be incorporated to ensure that more students are with their typically developing peers (Daniels & Gardener, 2014).

3.3.2. Use Behaviorism in the classroom to promote learning as well as classroom management (Nebel, 2017)

4. Gifted & Talented Learners

4.1. Best Practices

4.1.1. Do not confuse high-achieving with gifted (Trépanier, 2015).

4.1.2. Foster socialization

4.1.3. Encourage extra-curricular and non-academic interests

4.1.4. Be aware of and accommodate emotional, social, and sensory issues sometimes associated with giftedness (Trépanier, 2015).

4.2. Differentiating for Diverse Intelligences

4.2.1. Incorporating multiple intelligences into curriculum planning

4.2.1.1. Include music, art, and movement

4.2.1.2. Allow students to choose group roles to suit personal intelligence

4.2.1.3. Assess to suit inter and intra personal intelligences (Dill, n.d.).

4.2.2. Strategies for differentiating curriculum

4.2.2.1. Pre-test to determine mastery (Azzam, 2016).

4.2.2.2. Assign most difficult first, substituting challenges for simpler assignments (Azzam, 2016).

4.2.2.3. Use choice boards (Azzam, 2016).

4.2.2.4. Tier learning (Azzam, 2016).

4.2.2.5. Group gifted students together (Azzam, 2016).

4.2.2.6. Tailor to student interests (Azzam, 2016).

4.3. Relevant Theories

4.3.1. Gagne’s Differentiated Model of Giftedness and Talent

4.3.1.1. Giftedness is defined by The National Association for Gifted Children (n.d.) website as being in the top 10% of peers in one or more ability domain

4.3.1.2. Talent is defined as mastery of developed skills or knowledge in the top 10% of peers in that field (National Association for Gifted Children, n.d.).

4.3.2. Renzulli’s definition of Gifted Behavior

4.3.2.1. According to National Association for Gifted Children (n.d.), "Gifted behavior occurs when there is an interaction among three basic clusters of human traits: above-average general and/or specific abilities, high levels of task commitment (motivation), and high levels of creativity.” (para. 3).

5. Learning Team E

5.1. M. Baumgartner

5.2. K. Davis

5.3. H. Keith

5.4. K. Williams

6. CUR/506

6.1. Waylan Huggins

6.2. 4/8/2019