D169 Essential Practices for Supporting Diverse Learners- Objective Assessment with complete solutions

Krashen's Theory of Second Language Acquisition (Hypothesis) *think: MANIA -Monitor Hypothesis -Acquisition Learning -Natural Order Hypothesis -Input Hypothesis -Affective Filter Hypothesis English Learner -Someone whose first language is not English Title III OF ESSA (Every Student Succeeds Act) -Federal law -Ensure that English Learners attain English language proficiency and meet state academic standards includes: -home language survey -ability to test in native language for a number of years -standardized practice to place students have to be in place Americans with Disabilities Act (ADA) -No discrimination in schools, workplace, community A civil rights law Individuals with Disabilities Education Act (IDEA) -Any student with a disability can receive supports to be successful through an IEP aka. special education law IEP (Individualized Education Plan) -A written statement that spells out a program specifically tailored to a child with a disability - reviewed every 12 months - @ annual meetings, team will discuss evaluation, accommodation, placement, goals, services, and supports - parental involvement/rights - Free and Appropriate Public Education (FAPE) - Least Restrictive Environment (LRE) Section 504 of the Rehabilitation Act -A federal law that protects the civil rights of individuals with disabilities. (This law is closely intertwined with IDEA.) Children with disabilities who are not eligible for special education may qualify for accommodations under Section 504. Ex. ADHD student who needs extra time, will get extra time Manifestation Determination -Determination that a student's misbehavior is or is not a manifestation of a disability scenario:What if a student is an EL or an EL with a disability? How can I tell the difference? -Testing will have to be done in the home language and English to determine if it is a language issue or a disability so student can receive appropriate services. One Teach, One Assist (co-teaching) -One teacher teaches, one teacher assists (answering questions, monitoring students, dealing with behavioral issues, etc.) One Teach, One Observe (co-teaching) -There is a lead teacher and a teacher that collects data on student academics, social skills, challenging information, etc. -roles of either can switch according to teacher interest Station Teaching (co-teaching) -Activities at stations are different, but content is the same and students rotate stations - decreasing student:teacher ratio and increases participation by making it easier to monitor and access students Parallel Teaching (co-teaching) -No rotation in classroom- class is divided in half and cover same material with both teachers. decrease student:teacher ratio and enables teachers to change intensity of instruction according to students needs Alternative Teaching (co-teaching) -I teacher teaches whole class and the other teacher works with a small group- allows for more specific instructional assistance like remediation, assessment, enrichment, etc. Team Teaching (co-teaching) -Shared responsibility of instruction- both teachers equally active but play different roles throughout the lesson (ex. teach according to teacher strengths) Positive Behavior Interventions and Support (PBIS) -Focuses on behavioral prevention rather than punishment -A proactive strategy that promotes positive behavior by teaching student positive behavior strategies -Can prevent more serious issues later on Second Language Acquisition -process by which a second language is learned -stages: pre-production, early production, speech emergence, intermediate fluency, advanced fluency Pre-Production Stage aka. silent period - EL observes/ listens with minimal comprehension and little to no verbalization - they can draw or point Early Production Stage -EL can speak words and simple sentences -listening/observations still occur -limited comprehension Speech Emergent Stage -can say simple sentences, use phrases, ask questions -still have grammatical errors -comprehension good, but don't get jokes Intermediate Fluency Stage -can use more complex sentences in second language -increasingly engage with learning -pronunciation and grammar erros decrease -great comprehension Advanced Fluency Stage -near native fluency -mastered academic language twice-exceptional students -Exceptional because they are gifted and talented in one area AND because they are challenged in some intellectual, social, physical, or emotional way ZPD with English Learners -speak just above EL fluency while adding gestures and cues to help learner get the gist to maximize Second Language Acquisition -keeps EL in their ZPD Universal Design for Learning (UDL) -an instructional framework where teachers think about barriers to learning and how they can provide support to those barriers -help teachers plan lessons to motivate/engage all students -3 principles: multiple means of representation, multiple means of engagement, multiple means of action and expression Multiple Means of Representation *think: How am I going to REPRESENT content to students -representing curriculum material in a format that meets students needs -ex. enlarged text or an audio file Multiple Means of Engagement -Varying a lesson in order to find ways to ENGAGE students -activities may differ, but content stays the same -ex. incorporate football into a math lesson in order to get more students to understand Multiple Means of Action and Expression -Having varied activities so that students can EXPRESS their knowledge in a way that works for them -ex. altering a kickball game so a student in a wheel chair can participate Differentiated Instruction -An instructional strategy that matches instruction to meet the different needs of learners in a given classroom -4 elements: content, process, product, and environment Content -the focus on what students are learning -ex. content teacher will be presenting Process -activities provided to make sense of the content Product -The ways students will be able to demonstrate what they have learned during the lesson Environment -How space is the classroom is utilized and how the classroom operates