FEAP 2h.- Adapts the learning environment to accommodate the differing needs and diversity of students

UNSATISFACTORY DEVELOPING ACCOMPLISHED EXCEPTIONAL Each student sits at There are both All of the loud activities There is a basket of anassigned desk independent and are on one side of the headphones for throughout the school grouped desks. class. students to use to block day and there is little to out noise. no movement. There are many anchor The computers are charts around the accessible to those who A student with poor There is no talking classroom for quick may need them more fine motor skills is permitted during work access. often. typing their spelling test time. on the computer. There is a big bulletin The bulletin board next Students do not board next to the board. to the board has the There is a large space participate in any (M) learning goals posted. for students to work on partner or group work. (M) the floor. There are many All lessons and ethnicities represented Students that have a There is a desk near the instructional in the class library. hard time focusing are teacher’s teaching table approaches planned are close to the front of the for students needing exactly the same All students can see the room. more support. techniques and board from their seats. strategies throughout Students are allowed to Students take the the day. Math manipulatives are choose their working initiative to influence easily accessible. partner. (D) the formation or adjustments of The teacher allows the Rasheed gets the math instructional groups. (D) students to kneel in manipulatives from the their seats. shelf to aid him with his Students are eating math worksheet. their snacks at will The teacher says, “You throughout the morning can choose a partner or Various students have without causing do the activity yourself.” “wiggle seats” a their disruption. work stations. Tomas is doing The students dance to stretches and jumping the Macarena as a jacks in the center of movement break the hula hoop in the between activities. back corner of the class because he needed a stretch break.

Where noted, examples based on:

“(D)” – Danielson C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, Va: Association for Supervision and Curriculum Development.

“(M)” – Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.

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FEAP 2h.- Adapts the learning environment to accommodate the differing needs and diversity of students

Resources:

http://www.scholastic.com/teachers/article/classroom-organization-physical-environment

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=0CGIQFjACOAo &url=http%3A%2F%2Feducation.alberta.ca%2Fmedia%2F513151%2Fe_chap4.pdf&ei=axwkUILS BaXq2QWX2IB4&usg=AFQjCNGwAWRh8oMJ_JTCfP5jsohd1Q9oSg&sig2=_Q3U3VwxcCjDcTl_yJ1 Qmg

http://www.education.com/reference/article/Ref_Teaching_Tips/

http://ezinearticles.com/?How-to-Teach-to-a-Diverse-Classroom-of-Students&id=436

http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and_Learning_Styles

http://fod.msu.edu/oir/learning-styles-teaching-styles-multiple-intelligences

http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Integrating- Learning-Styles-and-Multiple-Intelligences.aspx

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