Strategy for all students

 

Researching theories of child and early adolescent development and then developing instruction using evidence-based best practices is crucial for the success of the students and the teacher. As an educator, your goal will be to consider the students’ cognitive, linguistic, social-emotional, and physical development along with other contextual factors when planning for instruction. For this assignment, imagine you are the teacher described in each scenario and complete the "ELM-201 Strategies for All Students" template. The specific requirements for each scenario are listed below. For each student, write a 150-200 word response that includes:

A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs. State the learning theory and why it is appropriate for the student based on their developmental level, prior experiences, interests, or culture. Refer to the Topic 1 Flashcards as the supported theory must be selected from the provided theories. Support your choice of learning theory with research.
One evidence-based instructional strategy you would recommend to assist and engage the student, taking into account the student’s individual strengths, interests, differences, and needs. Consider cognitive, linguistic, social-emotional, and/or physical development and abilities, as well as contextual factors (e.g., culture, socioeconomic status) when developing the strategies. Support your choice of strategy with research.
Your plan for differentiating instruction or providing accommodations to support the student’s specific needs. Remember, an accommodation is a support to help the student work on the current content successfully.
One technology tool to effectively engage the learner and meet the student’s specific learning needs. Support your choice of technology with research.
After responding to the scenarios, reflect in 200-250 words why it is important to plan evidence-based instructional strategies, differentiation, accommodations, and technology that support the cognitive, linguistic, social-emotional, and physical needs of children and young adolescents. Describe how planning with these needs in mind supports the role of language and culture in learning and readiness for learning across performance areas. Support your deliverable with 2-3 scholarly resources. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies and professional standards: BS Elementary EducationBS in Elementary Education and Special EducationBS in Elementary Education with an Emphasis in English as a Second LanguageBS in Elementary Education with an Emphasis in STEMBS in Elementary Education with an Emphasis in Teaching ReadingBS in Elementary Education with an Emphasis in Christian Education 1.1: Apply knowledge of students' developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [MC2, MC5] [AAQEP 1a, 1b; InTASC 1(b), 1(d), 1(e), 1(f), 1(h), 1(i), 2(a), 2(b), 2(c), 2(d), 2(j), 2(m), 3(r); TPE 1.1, 4.2] BS Elementary EducationBS in Elementary Education with an Emphasis in English as a Second LanguageBS in Elementary Education with an Emphasis in STEMBS in Elementary Education with an Emphasis in Teaching ReadingBS in Elementary Education with an Emphasis in Christian Education 3.5: Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [MC2, MC5] [AAQEP 1b; InTASC 7(b), 7(k), 7(n), 8(a), 8(g), 8(k), 8(l), 8(n), 8(o), 8(r); TPE 4.4, 4.8] BS in Elementary Education and Special Education 3.3: Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [MC2, MC5] [AAQEP 1b; InTASC 7(b), 7(k), 7(n), 8(a), 8(g), 8(k), 8(l), 8(n), 8(o), 8(r); TPE 4.4, 4.8] 
 

Instructional Strategy: Peer Tutoring Peer tutoring is an evidence-based strategy that would assist and engage Leo. By pairing him with a more proficient English-speaking student, he can receive support in a less intimidating environment. The peer tutor can model correct pronunciation and reading strategies, while Leo can practice his skills in a low-stress setting. This strategy leverages his social strengths and provides a direct, linguistic scaffold. Research by Fuchs et al. (2001) has demonstrated that peer-assisted learning can lead to significant gains in reading fluency and comprehension for students with academic challenges. The collaborative nature of this strategy aligns perfectly with his social interests.

Differentiation/Accommodation To support Leo, I would differentiate instruction by providing him with texts that include visuals and simplified sentence structures. An accommodation would be to allow him to use a bilingual dictionary or a translation app on a tablet to look up unfamiliar words. Additionally, I would provide sentence starters and graphic organizers in his native language to help him structure his thoughts before writing in English. This allows him to focus on the content and language without being hindered by the mechanical aspects of writing.

Technology Tool: ClassDojo ClassDojo is a technology tool that could effectively engage Leo. It allows for parent communication in their native language and has a feature for sharing student work and progress. This would help Leo’s parents stay involved in his learning and would allow him to feel a sense of pride as his work is shared. Furthermore, the positive reinforcement system of ClassDojo can motivate him to participate more in class activities. Research by Klem & Connell (2004) suggests that strong parent-teacher communication is a key factor in improving a student’s academic performance and engagement, particularly for students from diverse linguistic backgrounds.

 

Scenario 2: Maya

 

Maya is a third-grade student with Attention-Deficit/Hyperactivity Disorder (ADHD). She is bright and creative but struggles with focus, staying organized, and social-emotional regulation, especially during group work.

Learning Theory: Behaviorism (Skinner) Behaviorism is an appropriate learning theory for Maya because it focuses on observable behavior and the use of positive reinforcement to shape desired outcomes. Skinner’s operant conditioning suggests that by providing positive consequences for positive behavior, we can increase the likelihood of that behavior reoccurring. For a student with ADHD who struggles with focus and organization, a system of clear rewards for tasks completed on time or for staying on task for a set period can be highly effective. This theory provides a predictable, structured way to manage her behavior, which can reduce anxiety and increase her sense of control in the classroom. Research by DuPaul & Stoner (2003) highlights the effectiveness of behavioral interventions in managing the symptoms of ADHD in the classroom setting.

Instructional Strategy: Structured Learning Centers Structured learning centers would be an excellent instructional strategy for Maya. This strategy breaks down the class period into smaller, more manageable segments with clear expectations for each center. Each center would have a specific task and a set duration, which helps to minimize distractions and keep Maya engaged. The activities could be hands-on and creative, leveraging her strengths. By rotating through centers, she is constantly moving to a new task, which can help mitigate her need to fidget and move. The predictability of the routine can also help her with organization and time management.

Differentiation/Accommodation To support Maya, I would differentiate instruction by providing her with a visual schedule to help her track her progress through the day's tasks. An accommodation would be to provide her with a quiet space in the classroom for independent work when she needs to refocus. She would also have access to a stress ball or another small manipulative to help her channel her physical energy. Additionally, I would break down large assignments into smaller, more manageable steps with individual deadlines to help her with organization.

Sample Answer

 

 

 

 

 

 

 

 

 

 

ELM-201 Strategies for All Students

 

 

Scenario 1: Leo

 

Leo is a first-grade student who recently moved from Mexico. He is an English Language Learner (ELL) with limited English proficiency. He is highly social and enjoys playing games but struggles with reading comprehension in English.

Learning Theory: Sociocultural Theory (Vygotsky) The sociocultural theory is appropriate for Leo because it emphasizes that learning is a social process. Vygotsky's theory posits that a student's cognitive development is deeply intertwined with social interaction and culture. Since Leo is social and his primary language is Spanish, this theory suggests that his learning can be enhanced through collaborative activities and interactions with both his peers and the teacher. By leveraging his social nature and encouraging him to use his native language as a scaffold, we can help him bridge the gap between his existing knowledge and the new English concepts. Research by Gámez & Gallo (2018) supports the idea that social interaction and cultural context are critical to the language development of young ELLs.

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