PROFESSIONAL
Rigor, Relevance, & Relationships
Coming to Terms with Language Diversity
Diversity in the classroom calls for diversity in instruction. However, translating that belief into the context of the classroom is not a simple matter, as many Computer Education instructors can attest. Teachers with ELL students often find themselves torn between meeting these students' specific needs and staying on track with their lesson plans.
Here are some ideas for delivering differentiated instruction in a language-diverse classroom*:
Analyze students' learning profiles.
Information about learning disabilities, English language ability, learning preference, customs, needs, interests, and background can help you make small but significant adjustments.
Vary your instructional methods.
Instructional methods might include problem-solving and decision-making activities, writing, games, models, demonstrations, videos, cartoons, small groups, surveys, and the use of various graphic organizers. Vary the use of reading, writing, listening, and speaking activities.
Provide student interaction opportunities.
Many students' needs can be addressed when teachers vary the use of small group, partner, and whole class instruction. When needed, an independent task can be adapted to a partner activity.
Encourage varied demonstrations of learning.
All students should have the opportunity to demonstrate what they have learned, and to do so in diverse ways. For example, oral, visual, and media-based demonstrations can be helpful for students who are challenged by writing. All students should have the opportunity to demonstrate what they have learned, and to do so in diverse ways. For example, oral, visual, and media-based demonstrations can be helpful for students who are challenged by writing. In this clip taken from the Glencoe Professional Mini-Clips Video Library, a teacher supports her students with different learning styles by showing them how to create vocabulary cards.
Vary assessment methods.
Student assessments should be alternately varied and frequent, formal and informal, traditional and authentic. Student self-assessment is a valuable tool.
Computer Education is well-suited for ELL teaching strategies. For example, suppose the lesson is about evaluating Web sites. Whereas the original assignment might have been for each student to create a checklist of questions to ask when evaluating the effectiveness of a Web site, that lesson might be adapted to ELL students in the following ways:
- As a class, ask students to volunteer questions to ask when evaluating a Web site. Write their suggested questions on the board.
- Form the class into small groups and have each group list four questions to ask when evaluating a Web site. Have groups then answer each of their own questions as they evaluate the Web site together.
- Divide the students into pairs. Have each pair list four questions to ask when evaluating a Web site. Have the pairs create a worksheet of their own questions that will allow them to record answers as they look through the site.
The above strategies utilize such proven ELL strategies as providing interaction opportunities for students, and enabling them to demonstrate what they have learned in different ways. For more ideas on modifying Computer Education lessons for the ELL student, the Glencoe iCheck Series. Teacher Annotated Edition provides annotated tips at point-of-use throughout the text.
*Compiled with input from Dr. Bob Wandberg, Academic Instructional Coach, Columbia Heights Public Schools, Columbia, Minnesota
