EDOL 562

Amanda White

University of the Cumberlands

Problem/Diverse Learners Addressed

Who: Exceptional learners in my classroom who have characteristics of struggling with auditory processing, focus, and organization

Why: Twenty-one percent of the students in my classroom have a difficult time following verbal instructions and completing small tasks

Research Based StrategiesI have read numerous articles online about students who struggle with auditory processing, focus, and organizational skills. All of the articles encourage teachers to use visual aids, outlines, secluded work areas, and set student goals to assist the diverse learners.

“Outlining the routine for the day and providing visual and tangible signs of the behavior expected will assist off task students.” (Martin, p. 142)

“Distractible students benefit from a quiet place in the classroom where they can go when they have more difficult assignments to complete. A desk or study carrel in the corner of the room can serve as an appropriate workspace. When introducing these workspaces to students, stress that the quiet locations are intended to help students to concentrate.” (U.S. Department of Education, 2004).

“Give students a checklist for common instructional

routines.” (Olinghouse, p. 17).

“Teach students to monitor their behavior. Teach self-

regulation strategies .” (Olinghouse , p. 16).

“Provide time each week for students to organize desk

and materials.” (Olinghouse p. 18).

StrategiesParental Support:

Parent-Student-Teacher conference: Discussed plan with parent and student and created goals

Visual Aids:

Laminated checklists and dry-erase markers on desk: Students check off items on list as they complete a task

Using Timers to keep students on task

Picture diagram of how their desk should be organized attached to the top of desk for a constant reminder

•Before implemented strategy to encourage organization

•Students were unable to stay on task and follow directions due to being unorganized

Dividers/independent work areas used to eliminate

distractions

Introducing Students to Checklists and Organized Desk

Diagram

Resource Teacher/Collaboration: Spends 30 minutes in classroom 3 days a

week

During this time she oversees these students’ work, helps with organizational skills, and assists them in completing tasks during Reading and Math

Assists with testing

Resource Teacher assisting diverse learner using checklist before

turning in assignment

Outcomes Organization: I have noticed improvements in all diverse learners’

organizational skills since implementing the picture diagram. I believe that this diagram helps to remind students to keep their desk organized. It has also been helpful that I assigned a specific time each afternoon to organize their desks. The resource teacher’s assistance with implementing this strategy has also been very helpful. The students have benefited from having more individualized attention and support.

OutcomesFocusing

Checklists: Using the checklists have helped the students a tremendous amount! When the students come in each morning, they immediately look at their lists and begin working. They really enjoy using the dry erase markers and checking off the items on their list when they complete a task. The checklist on their desk that they use before turning in assignments has greatly improved their quality of work and eliminated many small errors that were being made prior to implementing the strategy.

Outcomes

FocusingDividers/Independent work area: This strategy has really assisted the students in staying on-task and focused during assignments. The students may choose when they would like to utilize this strategy, which creates a great opportunity for students to practice self regulation.

Next Steps:

I will present this PowerPoint presentation at the next “Teacher Levels Meeting”. The audience will be teachers from grades 3,4, and 5 as well as the principal, Spanish teacher, and Computer teacher. I will share the success of the strategy with my colleagues and encourage them to implement these strategies in their classroom to assist students who struggle staying organized and focused.

I will share student progress at the next Parent-Teacher-Student conference. Together we will measure the progress of the previous goal and create a new goal for the remainder of the year if necessary.

I will continue using visual aids and hands on tools to assist the diverse learners in my classroom.

References Martin, L. (2009). Strategies for teaching students with learning

disabilities. Thousand Oaks, Calif.: Corwin Press.

Olinghouse, N. (2008). Designing Lessons for Diverse Learners. 16, 17, 18-16, 17, 18. Retrieved February 3, 2015, from http://education.msu.edu/te/secondary/pdf/Designing-Lessons-for-Diverse-Learners.pdf

U.S. Department of Education (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Retrieved Jan. 28, 2015, from http://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt2.doc