Conclusion There are perhaps few decisions made on behalf of students with visual impairments that are more crucial, yet subject to more confusion and controversy, than the decision regarding an appropriate reading medium. Making an initial determination of the appropriate reading medium is not a concern for those who have no visual impairment i. Difficulties may arise, however, in making decisions for those students who are visually impaired but not totally blind.
Use the following links to learn more: Concept to Classroom Online Workshop - an excellent free online workshop that really delves into Gardner's Multiple Intelligences and how they can be used to improve learning in your classroom Surfquarium - access the numerous Multiple Intelligence resources and read the information available at this site if you are interested in implementing and using the multiple intelligences in your classroom.
The Styles section of this site also features inventories and information about Garner's Multiple Intelligences Multiple Levels of Questions - adjust the types of questions and the ways in which they are presented based on what is needed to advance problem-solving skills and responses.
Students add their own specific criteria so they can reflect on their own goals and interest or the teacher designates specific criteria to help encourage the growth of individual students.
Learn more about open-ended activities when you read a study conducted by Nancy B. Differentiation through Learner Responses Open Student Choice - whenever possible give students a choice of projects or tasks.
You might consider implementing the Diner Menu strategy. Other People's View - use this strategy to teach students a process to look at an issue from another point of view. You can also use the following worksheets created by AEA to implement this strategy: Student choice is a key element of the studies.
The student chooses the topic, designs a work plan, defines the final product and negotiates a grading rubric with the teacher. Students are usually required to present results to class. Orbital Studies can be individual or group investigations and hence, provide much flexibility.
You can also use the following worksheet created by AEA to learn more about this strategy: You can also use the following worksheets created by AEA to leran more about this strategy: Visit and share the following webpage with parents: Enabling Children to Manage their Time The Yahoo Calendar can be personalized and used as an agenda if your school does not block the service.
The Google Calendar can also be personalized and used as an agenda if your school does not block the service actually, I recommend setting up an iGoogle page PMI: Plus-Minus-Interesting - use this strategy to help students evaluate and extend understanding.
The term, like "radio", can refer either to the content itself or to the method by which it is syndicated; the latter is also termed podcasting. The host or author of a podcast is often called a podcaster. Some podcasts also include video. Explore some of the educational podcasts available at the Educational Podcast Network.
Visit the Tools for TEKS site to read a brief article describing the benefits of podcastng in the classroom.
Portfolios - students generate a collection of their work that reflects their academic growth over time. Great for evaluation but also allow students to make many choices.
Prepare-Present-Process - this strategy will help students work through the process of presenting information in a meaningful way. You can also use the following worksheet created by AEA to leran more about this strategy: Usually the problems are based on real world issues.
Students research and define the problem, make a decision about the problem and present the solution so that other's can assess the solutions effectiveness. The A Questioning Toolkit website is an excellent resource that goes into the questioning technique in depth and details the various types of questions that can be used to differentiate learning Changing Minds.
It is an acronym that stands for: Role of the Writer - Who are you as the writer?This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued.
Writing Across Cultures: Understanding and Teaching Writer Responsibility This paper addresses ways of understanding writing strategies, communication approaches, and the teaching of English-language writer responsible syntactic structure.
First, we provide a definition of culture that positions intercultural writing in. 21st Century Skills Early Learning Framework The 21st Century Skills Early Learning Framework and Guide offer a practical tool for practitioners and advocates to integrate 21st century skills into .
Strategies for Working with Culturally Diverse Students Renae Azziz, Ed.S., NCSP How does behavior vary across cultures? Increase toolbox of culturally connected respond to a question or topic by writing words and phrases on the paper. According to Diplomas Count: An Essential Guide to Graduation Policy and Rates (Olson, ), the national graduation rate is percent.
This report estimates that in more than million students—most of them members of minority groups—will not graduate from high school in four years with a regular diploma. "Welcome Writing Across Culture Students! You have successfully logged on to the PBL/FORUM. We, Professor Angelique Johnston of MCC, Mr.
Chuck Abel of Rush-Henrietta School District, Ms. Anna Haines of Rochester City School District, and myself (Brad Craddock of the School of the Arts) have established this forum as a Community .