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Teach English in Gongyeyuanqu Guanweihui - Xuzhou Shi
Teaching children with various learning abilities involves creativity,time and a desire to understand how a student learns best.With the right tools , teachers can reach each of their students no matter how different the styles of learning may be. Here are some examples of how teachers can teach a class of students made up of different learning abilities. Methods Of Approach Student Assessments One of the best places to start is by assessing students, both formally and informally. A classroom may be filled with students of the same age, but their learning abilities will most likely vary over a broad spectrum. For instance, some students may be visual learners, while some audio learners. Some students may be able to read exceptionally well, while others may not be able to read at all. Conducting assessments can help teachers identify a students individual academic skills, learning styles and interests in mixed – ability classrooms. Differentiated Teaching Once teachers have a feel for the type of students in their classrooms, they can plan curriculum and course activities accordingly. Differentiated instruction is an approach to teaching that advocates active planning for an attention to student differences in classrooms, in the context of high quality curriculum. For instance, most teachers automatically decipher which students learn which ways during the first few weeks of class. The differentiation method just narrows that skill down to the four basic classroom elements : Content, Process, Products and learning environment. Content: is the actual material that students need to learn within the curriculum. When looking at new material, teachers should ask themselves how they can present the content in a way that will be accessible to all students. For instance, teachers can present the material to the class as a whole using a variety of delivery methods, including computer programs, hands – on craft projects, video clips and even visual demonstrations, like cutting a cake or pie to demonstrate fractions. Process: involves the way in which students engage with and learn content. It also gives students the opportunity to figure out what they may or may not understand. It can also be used as a way for teachers to monitor and assess a student’s progress. Ways to implement the process experience can include group time, where students can talk with one another about the material learned. Making journal can also be used as a way for students to process and digest material. Rewriting what they have learned can help them retain the information as well discover parts of the material they may not have understood. Products: are the projects or assignments that encourage students to apply content in situations inside and outside of the classroom. For example, once content is presented and processing time has been given, ask students to develop a project of their own that best exemplifies what was learned. For instance, younger students may create a poster board with pictures and labels while older students develop a short skit or make drawings. Teachers may want to give students a set of options to choose from and even allow them to work in groups. Learning Environment: It simply refers to the classroom environment and how it works or feels to students. It’s important that teachers create a classroom that will serve all the students, no matter their learning abilities. For instance, if in – class assignments are given, develop a general list of requirements, and then give students additional basis so that it addresses their learning abilities. Make sure their are quiet places in the classroom where students can concentrate and focus. Or give them the option to work with partners. Make sure the class understands that the options are provided because each student works best in a different setting. Learning Results: Differentiating the various learning abilities within a classroom can take time and often involves extra preparation. However, once teachers have a basic idea of the learning levels within their classrooms, they can create curricula and settings specifically designed for their students. Individually, students will flourish because of the teacher’s ability to meet each one on his or her own learning level. As a whole, the class will maintain a sense of unit, as no particular student is singled out or left to catch up on his or her own.