Overview

One of the most challenging aspects of teaching in the elementary classroom is learning to meet the needs of the diverse learners in your classroom.  In one semester, we can only begin to think about the complex issues related to teaching diverse learners.

It is impossible to learn everything you need to know about teaching prior to graduation and certification.  Nor do we know specifically what you will need to know in the next 5, 10, 20, 30 years of your career.  We can help you begin to learn strategies to use to continue your learning throughout your career.  Through work on our Block Inquiry and Case Study Project you will begin to learn about the process of inquiry as well as focus on understanding and responding to questions that you have about meeting the needs of diverse learners in your classroom.  Throughout this project, we will draw on work and learning in other block courses.

Often during your university coursework, the instructor makes all the decisions about assignments.  As a teacher it will be up to you to figure out what you want to learn more about and how to do that.  Learning how to be reflective and self-assessing about your practice will be critical for your continued growth and learning.  This project provides an opportunity for you to learn to contribute to your own professional growth and to have ownership for what you will learn from an assignment.

This assignment consists of an inquiry project and case study.

Inquiry Project

Inquiry is a dynamic process of systematic investigation.  Odell talks about inquiry as an “ongoing process of discovery-a process that continually requires us to rethink not only our understanding of our discipline, but also our sense of the questions we should be asking and of the best procedures to analyze our own and our students’ work.  Consequently, there is a sense that our inquiry is never finished.  Exploration leads to further exploration, discovery to still further discovery”.  The topics and issues that you will be exploring are ones that you will continue to explore throughout your career.

Investigation

There are many categories of diverse learners.  We cannot explore all of them in a single inquiry project.  The categories we will explore during this project include (1) Learning Disabled, (2) ESL, and (3) ADD/ADHD/BEH.   Near the end of our class time together, an elementary teacher will be sharing AIG information.

You will be working in a group for the inquiry project part of this assignment.  Your group will address one of the above diversity categories.  Near the end of class time (see syllabus for exact dates) each group will have a full class period to share what you have learned with your peers.  Sharing provides a genuine peer teaching context that allows you to put into practice what you know about engaging learners in meaningful learning experiences.

Product
 

Your group will also generate some type of “product” to capture what you and your group learn.  This product should include:

• Characteristics of the diverse learner
• Identification process
• Strategies for teaching the diverse learner
• Demonstration of one or more strategies that can be used with your special needs learner (e.g. cutting up the math test into small sections to be given to the student over an extended period of time)
• List of elpful resources/list people, agencies, websites and include a brief description of each resource
• Handout for the class including characteristics, strategies, and resources

Time should be managed so the group can facilitate follow-up questions and answers.

Case Study

During your internship, you (along with input from the cooperating teacher) will select a student whom you can observe a portion of each day.  The selected student should be identified in the area of diversity your group is investigating or exhibit characteristics indicating a need to take a closer look at the student’s needs.

The case study portion of this assignment has four parts:  classroom observations, teacher(s) interview, peer teaching, and case study written report.

Part 1:  Classroom Observations

Each Wednesday you will observe the following:
• Include the date for each observation
• Problem solving strategies in different subject areas used by the teacher and/or student
• Differences of student’s response to different learning subjects (language arts, math, PE, music, art, etc.)
• Teacher responses/instructional modifications for this learner
• Social interactions among peers and with various teachers
• Special services to which the child has access (e.g. resource teacher, agency)

While observing keep a log that includes written notes about the observations.  DO NOT use the child’s name or any information that identifies the student.  Select a pseudonym if a name is needed.

Part 2 Teacher Interview

Interview a classroom teacher about ways she/he works with students with the particular area of diversity you are investigating. You may also choose to interview resource teachers.  In the interview, think about the child you are observing and questions that will lend insight into your knowledge and your teaching practice. For example, ask about the demographics of the school, changes in demographics in the past 5-10 years and how these changes have influenced the school. What is the greatest challenge for teachers working with diverse learners? What kind of support is offered to students with diverse needs? Are there professional development requirements or opportunities for teachers?  If so, what are they and have they seen a change based on these workshops/conferences/in-services.What additional ways does your teacher learn about working with students with diverse needs?  You will turn in questions and notes from the teacher(s) interview(s).

Part 3 Peer Teaching

On the day of your group’s presentations, you will present your case study in a small group of peers.  Address the following in the small group:

• Background of the student (no real names please)
• Description of learning challenges and how manifested in classroom
• What seems to be going well including strategies that work well for this student
• Continued challenges for the student as well as the teacher
• If you have a student in your class with similar challenges, what will you try?
• As time permits, discuss additional helpful strategies

Part 4 Case Study Written Report

Your case study written report should include:

• Observations log
• Teacher(s) interview(s) notes
• Thorough report and analysis that address (a) all of the bullets found in Part 1, (b) synthesis of the teacher(s) interview(s), and (c) reflection about what you learned from doing your case study.
• Group and self assessment about work on the project

The written work for the inquiry project and case study will be due on the day of your presentation.