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Meeting the needs of diverse students in the classroom can be challenging without thoughtful planning to engage students in the learning process; especially in English language arts where the demonstration of learning by students is often paper/pencil activities.

Teachers can often become stuck in a pattern of instructional methods without adjusting to the needs of the students. It is important to often reflect on teaching practices to ensure that all students are receiving the most effective and relevant education possible.

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Use the “Meeting the Needs of Diverse Learners in English Language Arts Case Study” to complete the topic assignment.

Write a 250-500 word summary response to the following:

  • How can you build relevancy of the content and skills that are being presented so the students see the application and value of learning in an authentic way that the content and skill are meaningful for them?
  • How can you use assessment data to show growth and help students change their self-competency beliefs regarding their own ability?
  • Creative opportunities inspire, motivate, and challenge people. How can you integrate creativity into this course to deepen learning, enrich concepts, make the concepts more interesting, strengthen problem-solving, encourage risk-taking, and build connections between concepts?
  • How can you use this case study to improve your future instruction including using assessment data, providing feedback to students, and adjusting instruction to meet the needs of diverse students?

Rubic_Print_Format

Course CodeClass CodeAssignment TitleTotal Points
SEC-516SEC-516-O500Meeting the Needs of Diverse Students in English Language Arts50.0
CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints Earned
Criteria100.0%
Summary of Building Relevancy20.0%Not addressed.Summary of building relevancy is weakly developed or incomplete and/or does not address all questions.Summary of building relevancy is unfocused or vague or does not address all questions.Summary of building relevancy is logical and clearly addresses all questions.Summary of building relevancy is insightful and thoroughly addresses all questions.
Analysis Summary of Assessment Data20.0%Not addressed.Analysis summary of assessment data is insufficient and/or does not address all questions.Analysis summary of assessment data is minimal or does not clearly address all questions.Analysis summary of assessment data is descriptive and clearly address all questions.Analysis summary of assessment data is realistic and comprehensively addresses all questions.
Summary of Opportunities for Students to Make Connections20.0%Not addressed.Opportunities for student to make connections summary is unrealistic and/or does not address all questions.Opportunities for student to make connections summary is weak or marginally addresses all questions.Opportunities for student to make connections summary is effective and descriptively addresses all questions.Opportunities for student to make connections summary is thought provoking and expertly addresses all questions.
Summary Reflection for Future Professional Practice20.0%Not addressed.Professional reflection is unconvincing and/or does not address all components of the question.Professional reflection is artificial or does not address all components of the question.Professional reflection is considerable and meaningfully addresses all components of the question.Professional reflection is compelling and proficiently addresses all components of the question.
Organization10.0%Not addressed.An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other.The content may not be adequately organized even though it provides the audience with a sense of the main idea.The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)10.0%Not addressed.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage100%

Meeting the needs of diverse students in the classroom can be challenging without thoughtful planning to engage students in the learning process; especially in English language arts where the demonstration of learning by students is often paper/pencil activities.

Teachers can often become stuck in a pattern of instructional methods without adjusting to the needs of the students. It is important to often reflect on teaching practices to ensure that all students are receiving the most effective and relevant education possible.

Use the “Meeting the Needs of Diverse Learners in English Language Arts Case Study” to complete the topic assignment.

Write a 250-500 word summary response to the following:

· How can you build relevancy of the content and skills that are being presented so the students see the application and value of learning in an authentic way that the content and skill are meaningful for them?

· How can you use assessment data to show growth and help students change their self-competency beliefs regarding their own ability?

·  Creative opportunities inspire, motivate, and challenge people. How can you integrate creativity into this course to deepen learning, enrich concepts, make the concepts more interesting, strengthen problem-solving, encourage risk-taking, and build connections between concepts?

· How can you use this case study to improve your future instruction including using assessment data, providing feedback to students, and adjusting instruction to meet the needs of diverse students?

APA format is not required, but solid academic writing is expected.

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 Course Materials if you need assistance.

Meeting the Needs of Diverse Learners in English Language Arts Case Study

School Profile

Paradise Canyon is a public high school serving Grades 9-12. It is a large Division 6 urban school in a mostly lower middle-class neighborhood. Five public middle schools and three charter middle schools feed into Paradise Canyon. It has very competitive and high-ranking football and soccer teams. The student population is 60% African American, 20% Hispanic, 10% Caucasian, 9% Asian, and 1% Native American.

Scenario

You have 50 minutes per day to teach your remedial high school students the required English language arts content and skill they will be tested on in the district assessments. You have two months before the first district benchmark exam, five months before the second district benchmark exam, and seven months before the state standardized test.

Each class period, you start with a warm-up grammar practice. You then introduce the reading for the day. You or the students read portions aloud in turn. Using the questions from the textbook, you guide students through discussion of the reading. Their exit ticket is a short paragraph summarizing the reading and the discussion. You then assign homework. Every Friday, you give an assessment of the week’s material with a few questions from previous material. Your class agenda is predictable, consistent, and covers the required material.

Your students’ scores on their work and assessments are very low after the first unit, and they seem lethargic and uninterested in general. As you are grading the students’ exams, you are displeased with the scores. You come across a student’s test on which he has written, “This class is boring. You are boring. This is stupid, and I will never use this again.” You stare at this note for a moment. You let it sink in.

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