Student Diversity: 3 Case Studies

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Case Study link, for your reading.

As a student assistant for 4 years, I have worked with students of varying needs and I think the following five questions are important ones to ask ourselves as teachers in the making:

Where are my students now?
Using assessment grades, observation, and student input, teachers can determine where each student is in their learning so we can differentiate for them. This allows teachers to adapt curriculum and scaffold to meet students where they are academically, in their zone of proximal development. Guiding students through challenging tasks or adapting tasks to the students’ current level of performance allows students the opportunity to master content as they are ready, creating a sense of confidence and success.

Do my students feel welcome and comfortable in the classroom?
I think the student’s environment is closely connected to how well they learn and by getting to know our students, we can help create a welcoming environment. For example, some students need quiet to do well while others do well with noise in the background. Some students work well near the front of the class or while others need to feel more enclosed at the back. Some students don’t want to be called on while others are happy to be picked. If a student doesn’t feel safe, welcomed and valued, learning will not take place. And, students should believe their teacher cares about them, so how teachers provide feedback/ interact with their students matters. Feeling safe and a sense of belonging is necessary before students can meet their cognitive needs, I think it was Maslow who said this.

Do my students understand what I want them to come away with as a result of this activity?
This question comes from Carol Ann Tomlinson, it was quoted at a recent in-service I attended at work. The idea is that if teachers are unaware of why they are assigning a particular activity then students will also be unaware, resulting in students having a ‘fuzzy’ idea of their learning. So, it’s important that teachers are clear about the content they want their students to know so that students can work with the content in different ways. In the end, when the teacher needs to create different versions of the activity - to level the playing field, providing equal access to the curriculum - it’s beneficial to have a solid grasp on what we want our students to come away with so that the activities are relevant and meaningful.

What are my students’ learning styles?
I think it’s important to think about the process and product, that is, how students come to own the learning and show it. Expanding students' opportunities for acquiring information and demonstrating learning motivates them, gives them a say in what and how they learn, especially for struggling students. Some get better practicing on a computer while others learn best with hands-on manipulatives. Some prefer to show their learning via a presentation while others would be more successful making a poster or writing an essay. Choice gives all students the courage and confidence to take greater risks. As long as teachers are able to grade them on the set criteria, does it matter how they show their learning?

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Do my students have resources that match their abilities?

Because of different learning styles, learning should not be confined to textbooks. To keep things interesting and ensure that teachers reach every student in the class, it’s important to find multiple resources for key parts of the curriculum. Having resources - books, websites, videos, web-based learning materials, online libraries, worksheets, articles - at different levels from basic (for the EAL students) to advanced (for the higher achieving students), ensures all students have access to the information and supports their learning.

As always, thanks for stopping by!