Competency 001 ( DIverse Student Populations)

Question 1

What is modification?

Answer 1

Change the curriculum and instruction for students who cannot process the general education content with/without accommodations.
Aim to keep the curriculum and rigor in tact as much as possible.

Question 2

What is looping?

Answer 2

When teachers work with the same student or group of students for 2 or more years to learn more about student strengths and needs. Promotes high achievement.

Question 3

How can teachers activate students’ background knowledge?

Answer 3

-asking students what they already know about a topic
-asking students what they want to know about a topic (turn questions into inquiry topics)

Question 4

What does it mean for a learning environment to be culturally compatible?

Answer 4

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Question 5

Evidence-based instructional strategies for students with very little education (refugees etc.)

Answer 5

-Include videos, roleplays, and visuals
-Use context clues
-Activate background knowledge
-Teach vocab explicitly and with guided practice
-Teach comprehension strategies (context clues, main idea)
-Differentiate instruction

Question 6

What does SIFE mean?

Answer 6

Students with Interrupted Formal Education
-ELL/LEP (limited English proficiency) students whose native/home language is not English
-Have had at least two years less education than their peers
-Enter American schools later than the 2nd grade
-Perform at least 2 years below their expected grade level in math & english
-May be preliterate in their native language

Question 7

How to support SIFE students

Answer 7

-Give some ELL instruction in their native language
-Provide intensive, individualized supplementary instruction
-Ensure students have access to bilingual instructors and social workers in the building
-Promote social and emotional development

Question 8

What are strategies to support gifted students?

Answer 8

-Grouping with gifted peers to work on advanced projects
-Accelerated instruction (AP, early entrance, skipping grades)
-Enrichment learning experiences (academic competition, independent study,

Question 9

Six characteristics of culturally responsive teachers

Answer 9

1. Sociocultural consciousness
2. Affirm culturally diverse students
3. Act as agents of change in the school and community
4. Constructivist teaching philosophy
5. Learn about students’ lives
6. Inspect curriculum from multiple perspectives

Question 10

What is AVID?

Answer 10

Achievement Via Individual Determination

-Support “multiple pathways” to higher education and employment
-Show students how to study, write college applications, and work with teachers

Question 11

What is an accommodation?

Answer 11

A support or service that enables students to access instruction and subject content fully (alter assessment type) when they cannot do so via typical avenues (due to physical, mental, emotional, social, behavioral, cultural, or linguistic challenges).

Question 12

How can teachers prevent students of shared ethnicities forming cliques?

Answer 12

By assigning heterogeneous cooperative learning groups that work together to achieve collaborative goals.

Question 13

What strategy would be most effective in facilitating the ELL’s full participation in the guided part of the lesson?

Answer 13

Pairing ELL’s together and encouraging them to use their home language as needed.

Question 14

Which skill needs continued instruction according to Ms. Snider’s student data sheet to achieve the objectives of the planned lesson?

Answer 14

One to one correspondence

Question 15

What is important to consider with regard to the planned lesson and the students who live in a homeless shelter?

Answer 15

Are specific adaptations to the lesson necessary to accommodate these students’ needs?

Question 16

What will ensure that at home practice activities are relevant and engaging for students?

Answer 16

Talking informally with families to learn about students routines and pastimes that could be incorporated into practice activities

Question 17

What feedback can be asked for from a principal’s expertise on an observation of a lesson?

Answer 17

Effectiveness of selected teaching strategies for the lesson objectives and students’ learning needs

Question 17

22/26 students reported that charts and diagrams help with understanding what someone is saying. What would the students most benefit most from incorporating into the lesson? A written assignment, whole-class read aloud, complex hw assignments, or a GO for recording?

Answer 17

a graphic organizer for recording comments during the class discussion.

Question 18

what could be an enrichment activity: compiling a list, researching and presenting, constructing a glossary, or writing an argument piece?

Answer 18

writing an argumentative piece on advantages/disadvantages will require students to analyze information read and develop well-reasoned responses.

Question 19

What is an important benefit of a journal prompt component?

Answer 19

It promotes use of HOTS; students must synthesize info learned, and analyze and evaluate the information to take a personal position, students must then defend their position.

Question 20

What step is most important for Ms. Kimora to take during the pre-field trip activities? Her class reveal a need to strengthen reading skills, particularly in the area of comprehension.

Answer 20

Use various scaffolding techniques to promote students’ comprehension of the texts

Question 21

What could enhance student learning on a field trip that students need to write observations about?

Answer 21

Giving students guiding questions to focus their trip observations

Question 22

Activating Student Background Knowledge to Promote Learning

Answer 22

Ask students what they already know and want to know about lesson topics

More motivated to research their own questions than if a teacher assigns them to one

Provides a pre-assessment that better informs teachers of prior student subjects knowledge to guide lesson plans

EXP. Semantic Webs

Question 23

Semantic Webs

Answer 23

write a main topic in the center of the board, having
students brainstorm numerous associations, and writing these around the center

Question 24

Effects of Teachers Culturally Relevant Curricula and Materials

Answer 24

Enables student practice with thinking, language, reading and writing skills in real-life interaction meaningful to them

Validation and appreciation to students language and culture

Raises students self esteem by studying students own ethnic, racial and cultural groups

Question 25

Culturally Compatible vs. Incompatible Learning Experiences

Answer 25

Culturally and linguistically compatible classrooms enable greater student learning

Social interaction and communications norm that differ… can be confusing, causes anxiety and unable to pay attention

Question 26

Teacher Self-Reflection as an Instructional Strategy

Answer 26

Ask for feedback, opinions and ideas from colleagues (students too, express opinions) -
Check in and reflections

Teacher collect, record, and analyze

Allows for isolating problems, correcting and/or improving them…

Exp…
- Journal
- Video

Question 27

Example questions for feedback

Answer 27

Lesson objectives: Was the lesson too hard or too easy? Did the understand?

Learning Materials: Which materail worked for the lesson? which didn’t?

Students: Where students on task, engaged?

Classroom management: Did i give clear instructions?

Teacher: How effective was the lesson overall? How could I have taught this better?

Question 28

Refugee Students

Answer 28

Many ELL students are also refugees

May have had little or no formal education in their first language instruction, making the second (english) even more challenging

Question 29

Evidence-Based Instructional Strategies to meet Refuges needs

Answer 29

Sheltered instruction ~
Teachers speak more slowly and clearly. Present information using videos, role-plays, visuals, and other multimodal techniques
Keep sentences and clauses short to support student comprehension.

Contextual supports ~
Teachers help students learn new vocabulary and content using visual and other contextual cues

Activating background knowledge ~
Teachers connect instruction to students’ past experiences and build instruction on these to support new concept comprehension.

Teaching vocabulary ~
Teachers give students explicit vocabulary instruction, plus guided practice and frequent opportunities for practicing using new words learned.

Teaching comprehension strategies ~
Teachers teach before-, during-, and after-reading strategies, e.g., using context cues, identifying the main idea, and self-monitoring, to support reading comprehension.

Differentiating instruction ~
Teachers implement varied strategies for adjusting curriculum and instruction to optimize all students’ learning.

Question 30

Educational Challenges for Low-Income Students

Answer 30

Low-income student may face any or all of these challenges…
- Few or no books, computers, or other educational resources
- homelessness
- poor nutrition
- household responsibilities
- insufficient sleep
- less people to help with homework
- etc

Question 31

Because of challenges… low-income students may experience difficulty with…

Answer 31

• Attending school regularly
• Arriving on time to school
• Bringing materials to class
• Completing homework
• Turning in homework
• Staying awake
• Concentrating
• Staying engaged in learning
• Responding to authority figures appropriately
• Communicating with other performing at grade level
• Staying in school
• Graduating from school

Question 32

SIFE and LEP

Answer 32

SIFE ~ Students with Interrupted Formal Education

LEP ~ Limited English Proficiency

(SIFE is a subgroup of ELL/LEP populations, they are subject to all of the same regulations and guidelines by the NYSED)

Question 33

Cultural, Social and Economical impacts of SIFE

Answer 33

• Students are unfamiliar with the new values, norms, and convention of the new country and culture
• culture shock, anxiety, confusion, feel dislocated…etc
• Schools need to use support mechanisms…

Question 34

Strategies for Gifted Students

Answer 34

Grouping Strategies

Acceleration

Enrichment

Differentiation

Question 34

Examples of what schools can do to support…

Answer 34

• Giving ELL/LEP SIFE instruction in the native language
• Designing and implementing supplementary programs that provide more intensive, individualized, and targeted academic interventions
• Providing structured learning experiences that promote the students emotional and social development, leaning, and growth
• Ensuring that these students have regular access to bilingual social worker and guidance counselors in the school or community

Question 35

Acceleration

Answer 35

Acceleration enables gifted students to cover the same curriculum and amount of material with the same understanding as others, but in a shooter time…
Advance Placement (AP): high school student complete college-level courses and take AP examinations to earn college credit

Continuous Progress Curriculum with Flexible Pacing: Curriculum and instructional content and pace are matched to student strengths and needs to begin at their readiness levels, identified through pre-assessments; curriculum mastery enables student advancement.

Dual or Concurrent Enrollment: Students are simultaneously enrolled in elementary and middle school, middle school and high school, or high school and college.

Curriculum Compacting: Eliminating material that gifted or advanced students have already mastered enables covering subject matter in less
time. Time saved can be repurposed for more challenging learning
experiences that use students’ gifts and meet their learning needs better.

Early Entrance: Students begin school sooner or younger than expected.

Skipping: In this most traditional yet controversial strategy, students
advance two grades at once, e.g., from third to fifth, skipping fourth.

Subject Acceleration: Students advanced in certain subjects take courses at higher grade levels than their class.

Question 35

Enrichment

Answer 35

Enrichment gives students supplemental or additional learning experiences in their regular classrooms, beyond the established curriculum. Teachers plan enrichment activities to target gifted students’ special abilities and needs:

Academic Competitions: Through competing, students have opportunities for growth and developing critical thinking, creative problem solving, leadership, communication, and other varied skills in a range of academic subjects or domains.

Independent Study: Students individually study academic topics of interest in depth, typically with teachers helping to determine suitable schedules and paces.

Learning Centers/Interest Centers: Students pursue individual interests within academic subjects in more depth or elaboration by using areas or portable modules within classrooms teachers designate, for adding to the classroom curriculum and supplying information about topics excluded from the curriculum.

Field Trips: Students extend learning outside of classrooms and into the community, enabling them to observe and experiment hands-on and firsthand.

Mentorships: Individual students are paired with mentors having advanced experience and expertise in a given discipline who function as role models, advisors, and counselors.

Weekend and Summer Programs: Students take enrichment classes or courses through public and private organizations, universities, and colleges.

Question 35

Differentiation

Answer 35

Differentiation is modifying instruction—e.g., learning environment, content, process, or product—according to student academic needs…

Tiered Assignments: Within one lesson plan, assignments are structured at different abstraction, depth, and complexity levels to meet diverse student needs.

Learning Contracts: Teachers give students a combination of freedom in planning, and guidelines for responsible work completion.

Self-Directed Learning: Teachers allow students to make their own decisions about what they want to learn, set their own goals, take responsibility for completing work, solve any problems they encounter during their learning experiences, and conduct self-evaluations of their own work products.

Learning Centers: Teachers designate areas within classrooms or portable modules for enriching student interest within subjects by supplementing classroom curriculum and furnishing information on topics not included.
Problem-Based
Learning: Teachers give students authentic situations, and students identify needed resources and data, solve problems, and decide how to present their results and demonstrate their learning.

Seminars: Students in small groups learn more about topics not covered in class or expand upon topics they have studied in class.

Question 36

Grouping Strategies

Answer 36

Grouping is the best method to challenge gifted students with advanced content and to give them peer groups…

Group by student interest or between classes

Cluster grouping of comparable-ability (benefits gifted and reg.)

With/in classroom flexible grouping

Specific instruction regrouping

Abilty grouping

Grouping is FLEXIBLE, imperminate, and targeted.

Question 37

Diversity in the Classroom

Answer 37

not just race, ethnicity and linguistic differences… ALL individuals are unique and differ in other ways – religion, personalities, reading levels, athletic abilities…etc

Teachers must offer conducive environments for learning

Important for students to learn the importance an value of diversity

Question 37

Fair and Equitable Classroom Assessment

Answer 37

Assessment and procedure methods should also vary based on individual students needs…

Relationship of instruction and assessment (promote fair assessment is to match assessment with instruction and vise versa / never assume students know ___ / assessments should take different forms dependent on students learning style)

Supporting Student Task Completion and Response Skills (students need to develop test taking skills)

Encouragement, Appropriate interpretation of assessment results (standardized-based approaches / criterion-refferenced measure), and Evaluation of Assessment Outcomes (ask students about their performance)

Question 38

Welcoming Atmosphere for ALL Students

Answer 38

Learn how to pronounce name correctly (especially ELLs)

Provide pictures for daily posted schedules

Interpresters

Invite ELLs to share with the class their culture

…etc

Question 39

Acknowledge and Including Diverse Students Cultures

Answer 39

Assemble classroom materials incorporating various cultures, including bilingual books and materials

label classroom objects

Provide other alternatives to engage students (Total Physical Response)

Use what you got…

Question 40

Culturally Responsive Teaching

Answer 40

Learning about culturally diverse students and their families history, backgrounds, values, traditions, and customs…

Question 41

Culturally responsive teachers characteristics…

Answer 41

Sociocultural Consciousness: sociocultural factors like ethnicity, race, language, and social class influence the ways that people live, think, and behave. Must make critical examinations of their own sociocultural identities; scrutinize and face any adverse attitudes that they may discover they have toward different cultural groups; and critically consider societal and educational inequities and institutionalized discrimination.

Affirmative Attitudes Toward Students from Culturally Diverse Backgrounds: these students’ belief in themselves, sense of self-efficacy, learning progress, and academic achievement overall are significantly influenced by educators’ attitudes toward them.

Change Agent Commitment and Skills: when teachers commit to being agents of change, and learn or further develop skills for overcoming obstacles, collaborating with others, and organizing chaotic situations, they help schools become more equitable with time.

Constructivist Philosophies of and Approaches to Learning: view learning as a process whereby students construct their own learning and the meanings they acquire from it.

Learning About Students’ Lives: by learning of their students’ community and home cultures, past experiences, and lives inside and outside of school, teachers can apply this knowledge in instruction and build student-teacher relationships.

Culturally Responsive Strategies: these support constructivist views of teaching, learning, and knowledge. By helping students construct knowledge, inspect curriculum from multiple perspectives, and build on their cultural and personal strengths, teachers create inclusive classroom environments.

Question 42

Culturally responsive teaching practices induced…

Answer 42

Recognize and respecting various cultural heritage

Acknowledge existing student knowledge and connect it to new learning

Expand traditional curriculum to incorporate multicultural resources, materials and knowledge across subjects, embedding diverse perspectives

Use a variety of teaching techniques (storytelling, role-playing..etc)

Question 43

Effectively Instructing Diverse Students

Answer 43

Teachers have developed bonds with their students and no longer talk adversarial views of them

School staff must collaborate together to provide academically challenging curriculum

curricula should include perspectives and contributions from various ethnic and cultural groups

Scaffolding should connect curriculum to students cultural resources - collaborating with students, teaching school culture

Involve parents

Question 44

AVID

Answer 44

Achievement Via Individual Determination (AVID)

Instead of tracking students into low achieving and high-achieving groups, AVID places them other in a rigorous academic program

Explicit instruction to students in how to study, write college applications, and work with teacher- which ingles collaboration

Question 45

After-School Youth Programs Offered by Community-Based Organizations

Answer 45

Youth programs offered by community-based organizations are effective because the minimal budgets these programs often have for operating has led resourceful staff member to rely on participating students to assume some of the responsibilities for their activities

• Students plan activities, instruct other participants, perform various tasks…etc
• Adult challenges and responsibilities
• Learn mathematical skills, performance skills, communication, social skills, responsibilities, and involvement (grant, fundraisers…)

Question 46

Challenge of Multicultural Classrooms

Answer 46

There is a tendency for cliques to form based in ethnicity…

May segregate themselves…

Teacher can address by assigning small cooperative learning groups and encouraging student participation

Question 47

Categories of Instructional Methods for All Students

Answer 47

Accommodations

Educational Modification,

Universal Design for Learning (UDL)

Cooperative learning activities

Question 48

Instructional Accommodations

Answer 48

This is a support or service that enables students to access instruction and subject content fully when that cannot do so through typical student avenues because of physical, mental, cognitive, emotional, social, behavioral, cultural, or linguistic challenges

An Accommodation is NOT a Modification - a change in instructional subject content or performance

It is NOT anything interfering with standards or learning outcomes

Question 49

Educational Modifications

Answer 49

Modification change the ACTUAL content accessed an learning demonstration
Modifications change the curriculum or instruction for students who cannot progress in the general education curriculum regarding loss of accommodations

Be sure to use appropriately… Don’t eliminate all difficult tasks or “dumb down”…etc

Question 50

UDL

Answer 50

Universal Design for Learning - is a structure applied for eliminating barriers to accessing curriculum that are encountered by many students from diverse backgrounds

Elements… every students is different, don’t have a “one-size fits all” approach, educators adjust curricula to students…

Question 51

The Center for Applied Special Technology (CAST) created UDL…

Answer 51

The “WHY” of learning relates to affective networks - the emotional components influencing learning ~ multiple means of engagement, promote community, optimize student autonomy

The “what” of learning involves recognition networks - the cognitive components of comprehending, retaining, and retrieving knowledge ~ activate student background knowledge, relationships, present content in variety of ways…

The “HOW” of learning is related to strategies networks - the practical strategies that students employ for applying what they learned in order to achieve their personal goals ~ Differentiating how student can demonstrate/express what they know

Question 52

Cooperative Learning Activities

Answer 52

Tea Party: Students form two facing lines or concentric circles. The teacher asks a content question. Student pairs discuss answers for one minute. One line or circle moves sideways by one, creating new pairs to discuss another question. Repeat with five or more questions. Students may also write down questions for test reviews.

Numbered Heads Together: Students number off 1-4 into teams. The teacher gives a question and time limit. Students “put heads together” to answer. At the time limit, the teacher calls all students with one number to answer. The teacher acknowledges correct answers and initiates rich elaborative discussions.

Think-Pair-Share: The teacher assigns student pairs to think about a topic or question, discuss with partners, and share with the class.

Roundtable: The teacher gives a category (e.g., “words starting with b’”). Students take turns writing each word.

Round Robin: The teacher identifies a category (e.g., “names of mammals”) to discuss. Going around the group, students take turns naming items.

Team Jigsaw: The teacher assigns each student one-quarter of a page or topic to read, investigate, or memorize. Then each student teaches the others, or contributes a “puzzle” piece to a team product.