How to
Teach to a Diverse Classroom of Students
by Tina
O’Block
Each year
teachers are faced with the daunting task of teaching
to a
classroom of 20-30 individual students, each with their own
learning
styles, interests, and abilities.
Providing optimal
learning
for such a diverse group can seem overwhelming.
But,
there is a
simple approach that can be used which will enable
all
students to succeed, and that approach is simply using
variety and
choice. Not only does this approach
address the
multiple
learning styles of students, but it also aides in making
them
independent learners.
While the
classroom still needs to have structure (routines,
rules,
procedures), providing variety within that structured
environment
can aide in providing optimal learning for all
students. Using a variety of instructional approaches such
as
lectures,
PowerPoint presentations, inquiry-based instruction,
hands-on
experiments, project/problem-based learning, or
computer
aided instruction, not only addresses the various
learning
styles of the students in the classroom, but it can help
learners
become more flexible in their learning. Most
learners
do have a
preferred learning style, however this does not mean
they are
strictly dependent on that style to learn.
They are
also
comfortable with and able to learn from several other styles
as
well. Exposing students to a wide
variety of learning styles
will enable
them to become more flexible learners.
It is also
beneficial to vary the input devices used and the
resources
made available in the classroom.
Children have a wide
variety of
preferred learning devices, therefore making as many
available
as possible provides for this diversity.
For example,
when
presenting information use audio (songs, speeches,
interviews,
etc.), video, books, posters, hands-on
manipulatives,
food, and smells. Technology has made
available
a wide
range of resources, such as PowerPoint presentations,
live video
feeds, chats, and communication.
PowerPoint
presentations
are a great way to present information using a
mixture of
audio, video, animations (movement), and text.
These
presentations
can also be made available to the students via the
computer
for them to review at their own pace. The
internet/
computers
also offer interactive learning activities that combine
movement,
visuals, and sounds, such as virtual science
experiments. These allow students to conduct experiments
never
before thought possible due to danger or lack of equipment.
Virtual
experiments can be found at http://www.explorelearning.com
.
Pre-exposure
to material also aides in learning. The
more
familiar
students are with a subject the easier it is for new
learning to
occur. Therefore, providing students
with a
variety of
pre-exposure materials can better prepare them for
new
learning units. For example, monthly
calendars that list
the
upcoming themes, a classroom website with links to various
websites
related to upcoming themes, books, magazines, maps,
posters,
computer software, and manipulatives can be provided
for
students to browse at their leisure.
Providing a variety of
materials
takes into consideration the learning preferences of
all
students.
Novelty can
be used to gain and keep students’ attention.
People
usually only pay attention to things that are of value or
things that
are personally meaningful. Therefore, relating
learning to
your students’ real life experiences or interests
can catch
and keep their attention. “Shock” them
with an unusual
noise,
experiment, video, song, etc. You can
also present them
with a
problem or project that relates to their real world in
order to
gain their attention and interest at the beginning of
a
unit. Issues such as environmental
problems, problems with
long lines in
the cafeteria, designing the perfect playground,
planning a field
trip within the budget, local traffic issues,
etc. can
all be considered. Making learning
meaningful,
relevant,
and interesting to your students not only gains their
initial
attention, but keeps it throughout the lesson.
When
planning your lessons it is beneficial to try to include as
many of the
senses and/or
(verbal-linguistic,
logical-mathematical, kinesthetic, visual-
spatial,
musical, interpersonal, intrapersonal, and naturalist)
as
possible. You can do this by using a
variety of activities
in your
plans such as songs, games, experiments, field trips,
real world
experiences, interviews, guest speakers, physical
movement/exercise,
small group activities, individual activities,
partner
activities, cooking/food/snacks, hands-on experiences,
etc. Providing a variety of activities will enable
students of
all ability
levels to succeed.
Not only do
students have diverse learning styles but varying
bio-cognitive
cycles as well. Some students learn best
in the
morning,
some in the afternoon. Therefore, having
a flexible
classroom
schedule can provide for these differences.
Also,
varying the
times and types of assessments can give all students
a fair
chance of showing their true abilities.
When
applicable, it is beneficial to give students choice in
activities
and assessments. This provides
students
opportunities
to showcase their individual talents and can aide
in
classroom management as well. If
students are constantly
dictated to
and not given a voice or choice they can grow
resentful
and “act out”. Provide a variety of
classroom
activities
for students to choose from during structured and
unstructured
times, give them several projects such as posters,
PowerPoint
presentations, reports, interviews, videos, brochures,
etc. to
choose from when assessing their knowledge.
Giving
students
choice provides them with a sense of empowerment over
their
learning and can aide them in deciding what learning styles
and
assessments work best for them, thus helping them become
more
responsible for their own learning.
It would be
a pretty boring world if all learners were the same.
Diversity
makes the classroom more interesting and exciting.
Teachers should
honor and respect the uniqueness of each
student by
offering variety and choice in their classrooms. Not
only will
this address the diverse needs of the students, but it
will also
help them to become independent learners as well.
After all,
is that not the goal of education?
Tina
O'Block holds a Master’s degree in Curriculum and
Instruction
and a Bachelor’s degree in Elementary Education.
She has
been teaching for 13 years.
She is the
author of Now I Know My ABCs and a Whole
Alphabet
Activities for Preschoolers and Kindergarteners which
is
available at http://www.oblockbooks.com and the article, How
to Help
Your Child be Successful in Kindergarten.
You may
also contact her at oblockbooks@worldnet.att.net
.