1. Exceptional Learners
1.1. Best Practices for Developing the Whole Child: According to Wierman (2017), (i) using center or station-rotation model.(ii) using multiple learning modalities (for visual, tactile, auditory and kinesthetic learners. (iii) using flexible assessments and diagnostic tests
1.2. Diverse Learning Needs: Targeted instruction (i) cognitive development (e.g. accommodating different learning modalities) (ii) organizational accommodations (e.g. using lists and verbal cues) (iii) social-emotional development (e.g. communicating regularly with families) (iv) writing accommodations (e.g. providing extra time to complete assignments) (William and Mary School of Education, 2020)
1.2.1. Strategies for Differentiating Curriculum: Teacher can use: (i) Assessments (ii) Assistive technology such as computers, screen readers and voice recognition software (iii) Collaborative activities (group work) (iv) Explicit modeling for activities such as note-taking (v) Graphic organizers e.g. venn diagrams, story maps and timelines
1.2.2. Incorporating multiple intelligences into curriculum planning: (i) The Variation Approach (teacher uses a variety of activities that rotate among all the intelligences. Students must complete all the activities) (ii) The Choice Approach (students are offered choices in activities that reflect all intelligences. Students must complete two or more activities) (iii) The Bridge Approach (all students do an activity focused on one intelligence. Teacher uses strategic language and cues to assist students-bridging (Scholastic, 2020)
1.3. For exceptional learners, the environmental approach to learning works by recognizing students' uniqueness and diversity, and works to create positive learning experiences. These experiences help increase students' perceptions and of themselves and their world, and furthers their growth (Wiles & Bondi, 2015).
2. Gifted and Talented Learners
2.1. Best Practices for Developing the Whole Child: Schools need to focus past just academics and focus on the social and emotional needs of the children and "to teach the importance of values, ethics, and moral responsibility (A.C. Ornstein, E. G. Pajak, & S.B. Ornstein, 2014).
2.2. Diverse Learning Needs
2.2.1. Strategies for Differentiating Curriculum: Some strategies to help in differentiating the curriculum for gifted and talented learners are: acceleration, interest centers, special classes, and mentoring. Acceleration is when a student skips a class or signing up for prep classes. (Kelemen, 2020). Interest centers are where students have different materials available to them or different centers in which they can interact with other children (Kelemen, 2020). Special classes are pull outs or special programs that cater to the needs of gifted and talented students, however, these classes often lead to discrimination between students (Kelemen, 2020). Mentoring is where a mentor teacher guides a student through their learning of a syllabus that includes "enriched, developed, individualized content, learning tasks with higher degrees of difficulty than those stipulated in the classroom syllabus" (Kelemen, 2020).
2.2.2. Incorporating multiple intelligences into curriculum planning: Teachers should be incorporating strategies for students of all different learning styles. "Knowing about learning styles can help teachers become more sensitive to the differences students bring to the classroom. Such knowledge can also contribute to the design of meaningful learning experiences that meet student learning preferences (Kelemen, 2020).
2.3. The cognitive developmental approach focuses on the idea that moral education is equally important to intellectual education ((A.C. Ornstein, E. G. Pajak, & S.B. Ornstein, 2014). This aids in developing the child as a whole. This allows an educator to guide their instruction based off what students deem moral and ethical.
3. References Accommodating Diverse Learners. (2020). Retrieved November 08, 2020, from https://education.wm.edu/centers/cfge/research/completed/athena/diverse/index.php Adapting Instruction to Multiple Intelligences. (2020). Retrieved November 08, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/adapting-instruction-multiple-intelligences/ Differentiation Techniques for Special Needs Students - Differentiation & LR Information for SAS Teachers. (n.d.). Retrieved November 08, 2020, from https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it (6th ed.). ASCD. Johnson, C. (2013, November/December). Leading Learning for Children From Poverty. AMLE. https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/351/Leading-Learning-for-Children-From-Poverty.aspx Kelemen, G. (2020). Gifted Children Education in Early Childhood-Practical Strategies. Journal Plus Education/ Educatia Plus, 26(1), 165-170. Ornstein, A. C., Pajak, E. G., & Ornstein, S. B. (2014). Contemporary issues in curriculum (6th ed.). Pearson Education. Wiles, J. J. (n.d.). Foundations of Curriculum Planning. In 1038842588 795241110 J. C. Bondi (Ed.), Curriculum Development: A Guide to Practice (9th ed., pp. 88-120). Pearson.
4. English Language Learners
4.1. According to the article by Kristina Robertson states that to effectively teach English Language Learners, we need to learn about student's background to find culturally relevant resources to teach them.
4.1.1. Robertson states, "Tap into Students' Background Knowledge. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. Becoming familiar with the backgrounds and/or prior knowledge of ELL students allows a teacher to engage students in literacy experiences that connect with their diverse backgrounds, thereby building on this knowledge" (2020).
4.2. Diverse Learning Needs
4.2.1. Strategies for Differentiating Curriculum
4.2.2. Tomlinson and Imbeau (2010) describe differentiation as creating a balance between academic content and students' individual needs. They suggest that this balance is achieved by modifying four specific elements related to the curriculum: Content — the information and skills that students need to learn Process — how students make sense of the content being taught Product — how students demonstrate what they have learned Aect — the feelings and attitudes that aect students' learning
4.3. The Ford States, "The goal of differentiated instruction is to create learning opportunities that make allowances for differences in how individual students learn in order to ensure equal access to important academic content."
5. Children Experiencing Poverty
5.1. Early Intervention, preschool programs, Head Start, and social and emotional learning are important for developing the whole child.
5.2. Students experiencing poverty are typically lower in math, reading, readiness skills, and general knowledge of the world.
5.2.1. Teachers can “help set goals, offer hope and encouragement, teach life skills in daily chunks, and provide needed academic resources” on a daily basis to support their students (Jensen 2009).
5.2.2. Teachers must assess students' learning styles to teach to various or one multiple intelligences. Students will learn best when the curriculum is based on different learning styles.