Emily Sirotkin, TEAC451R, Diverse Learners

Analytic – Global

Analytic Learners Global Learners Detail-oriented Concentrate on grammatical details Do not enjoy communicative activities Prefer to find dictionary definitions than

guess in context

Holistic view Difficulty with grammatical details Prefer interactive tasks using main ideas Content using guessing strategies

Sensory Preferences

Visual Learners Auditory Learners Kinesthetic Learners Learn by seeing Prefer to read and

visualize information Dislike oral input without

visual support

Learn by hearing Enjoy conversations and

verbal interaction May have difficulty with

written work

Learn by doing or experiencing Prefer movement around the

classroom Work easily with objects and

media

Intuitive/Random – Sensory/Sequential

Intuitive/Random Learners Sensory/Sequential Learners Think in an abstract, non-sequential, or

random manner Comfortable with language used in context Enjoy co-constructing rules for language

Prefer to learn through step-by-step instructions or an organized presentation

Perform tasks in a linear order May have difficulty seeing the bigger picture

Emily Sirotkin, TEAC451R, Diverse Learners

Orientation to Closure

Closure-Oriented Learners Open-Oriented Learners Want all of the rules spelled out Metacognitive skills: planning, organizing,

and self-evaluating May analyze prematurely Difficulty with abstract or subtle issues May negatively affect ability to participate in

open-ended communication

Less need for closure Learn by osmosis instead of conscientious

effort Appear to use more language learning

strategies

Competition – Cooperation

Competitive Learners Cooperative Learners Motivated by competition Winning is the most important May result in anxiety, hostility, fear of

failure, guilt, or too much approval-seeking

Prefer working in a helpful, supportive environment

Social skills, social strategies to work together Increases self-esteem, achievement,

motivation, and use of cognitive strategies

Emily Sirotkin, TEAC451R, Diverse Learners

Special Education

Physical Needs: arrange the classroom to make the room accessible to all students

Deaf or hard of hearing: think visually about the lesson Videotape class Use visual and audio together Provide a typed outline Summarize key points

Visually impaired learners: utilize oral skills and discussion Tape class Oral exams Partner activities with TPR Dictate answers to another student

Learning Disabilities

Difficulties vary by learning disability, but may include: Difficulty keeping attention focused Impulsive behavior Negative self-image Language processing difficulties Spatial orientation problems (reversal in words/letters) Poor memory Difficulty with organization Sequencing problems

Strategies to help these learners: Well-organized daily classroom routine Frequent praise and repetition Communicative-oriented rather than grammar-oriented Present small amounts of material at one time Scaffold the lessons Provide opportunities to learn through several learning

styles (tactile and kinesthetic) Have realistic expectations

Emily Sirotkin, TEAC451R, Diverse Learners

At-Risk Students

Profile: students who are likely to fail due to circumstances beyond their controlRisk factors: poverty/lower SES, dysfunctional family life, neglect, abuse, cultural/ethnic background,

Symptoms: depression, anxiety, difficulty in concentrating, excessive anger, respiratory problems,

Social interaction activities and higher order thinking skills that challenge creativity

Descriptive instead of evaluative feedback, encourage progressGive students equal opportunities, hold the same achievement expectations for everyone Use cooperative learning groups, have students help each otherEncourage students’ ethnic pride and incorporate their own cultures

Emily Sirotkin, TEAC451R, Diverse Learners

Gifted Students

Profile: students who give evidence of high performance capability and require services or activities not normally provided by the school to fully develop these capabilities

Teaching strategies: Provide opportunities to study and research cultural topics more in-depth Present material that is appropriately challenging for these students Provide opportunities to use critical thinking skills Allow students to occasionally choose their topics/areas of interest Build in some time for gifted learners to work with each other Allow opportunities for leadership, especially in cooperative learning with mixed-ability groups

Heritage Students, aka Home Background Learners

Profile: students who are likely to fail due to circumstances beyond their control1. Second- and third- generation bilinguals schooled exclusively in English in the US2. First-generation immigrants schooled primarily in English in the US3. Newly arrived immigrant students

Characteristics: already developed interpersonal communicative abilities; may require further assistance in developing interpretative skills; often lack knowledge of formal language

Teaching strategies: Language maintenance to maintain their understanding and use of the TL Create a variety of contexts and audiences, including more formal, presentational contexts Transfer literacy skills between languages Interaction between school, family, and community Validation and appreciation of the language Awareness of differences within the language and culture

Emily Sirotkin, TEAC451R, Diverse Learners