<p> TED 367 METHODS IN SECONDARY EDUCATION MODULE 6</p><p>Name: ______</p><p>Date: ______</p><p>Points: ______</p><p>Comments:</p><p>OBJECTIVE: Explain how teachers can recognize and provide for student differences in instruction. READING: In the Duplass textbook, read topic 8. ACTIVITIES: 1. Differentiated Instruction</p><p> a. Describe several practices that you could implement in your classroom to enable you to differentiate instruction for diverse students.</p><p>2. At-risk Students</p><p> a. What does the term “at risk” mean?</p><p> b. Describe several practices that you could implement in your classroom to enable you to support the academic success of at risk students.</p><p>3. Linguistically and Culturally Diverse Students a. Describe 3 steps you can follow to support the academic success of linguistically and culturally diverse students in your classroom.</p><p>4. Gifted and Talented Students</p><p> a. Because many gifted students go identified, it is valuable for teachers to be able to recognize the typical characteristics of gifted students. Briefly describe what characteristics would “raise a flag” for you that you might be dealing with a gifted student.</p><p> b. What will you do to better support gifted students in your classroom?</p><p>5. Slow and Recalcitrant Learners</p><p> a. Students who require more time to learn are usually either slow learners or recalcitrant learners. What is the difference between these two types of learners?</p><p> b. What strategies would you follow to encourage learning in these two types of learners in your classroom? 6. One classroom may contain at-risk, special needs, linguistically and culturally diverse, gifted students, and slow and recalcitrant Learners. How do you plan to differentiate instruction to accommodate so many diverse learners at the same time?</p>