(Names have been changed to protect the innocent):Differentiated instruction has many different definitions, but is most commonly associated with the work of In this posting, we suggest three steps to ensure differentiated instruction intentionally supports language learners.


There are many situations where the customer cannot have what they want. [Random historical fact: The same curb-cut provides access to more people than those with disabilities; the benefits extend to baby stroller pushers, delivery service workers, bicyclists, and anyone with pushing or pulling something down the road. adjective [ADJECTIVE noun] If you say that someone has a can-do attitude, you approve of them because they are confident and willing to deal with problems or new tasks, rather than complaining or giving up. © Copyright 2019 WETA Public Broadcasting.Artwork by Caldecott Award-winning illustrator David Diaz and Pura Belpr­é Award-winning illustrator Rafael López is used with permission. You too can also learn to see potentially stressful situations as challenges or opportunities and not as insoluble problems. In the same way, by supporting learners with intensive needs as you design and deliver your general instruction, you can also support a wider range of learners in your classroom.There are all sorts of ways you can help all of your learners acquire knowledge and skills in the lessons and tasks. Customer service is about meeting needs. All too often students with the most needs are left to the aide or the specialist.During differentiation activities, how can educators intentionally support the needs of ELs, that is, Here are three steps you can take to ensure you are using an assets-based approach when differentiating instruction for language learners:…The more we know about language learners’ cultural backgrounds, home environments and formative experiences, and the positive contributions these experiences afford our school communities, the more effective standards-based instruction will be… (A foundational element of assets-based differentiation is the development of a multi-dimensional portrait of learner strengths, interests, assets, and interactions with others.

(Think of a writing check list, a word wall, etc.) In this article written for Colorín Colorado, they describe a "can do" approach when it comes to designing instruction for ELLs with disabilities — in other words, building upon student strengths and abilities rather than focusing on weaknesses.Consider this conversation overheard in the halls of an elementary school. If you want to have a can-do attitude, work on consciously altering your attitude regarding fear.

All content on this website, including dictionary, thesaurus, literature, geography, and other reference data is for informational purposes only. Think of different ways learners can express what they know. Sometimes, those needs can be met in different ways to what the customer was expecting. Adopt a can do attitude from today. In these situations, the response of the customer service person should be helpful, not negative. See Maggie is expressing what many teachers say and feel. An important Ford principle is CANDO, invented probably before 1920, is an acronym for five steps: Cleaning up, Arranging, Neatness, Discipline and Ongoing improvement…

They help add dimensionally to your learners and these questions are doubly important for learners with disabilities — who are so much more than the monolithic label of “struggling learner” (Think about differentiated support in terms of accessibility, not only accommodations or modifications. By ensuring the approach to differentiation takes a “Can Do,” that is, an assets-based approach, building on student strengths and interests, rather than targeting areas of weakness or struggle. to access the sidewalk. She is trying to meet her students’ needs, but there are only 24 hours in a day, and she needs to sleep, too. Look for ways to help the learner connect with reminders and resources that they will eventually use independently to do that task. Lynn Shafer Willner and Mira Monroe are accessibility specialists at the WIDA Consortia. Integrate support for language learners as part of the initial task or lesson rather than adding in on afterwards.Here’s an Accessibility/Universal Design analogy you can use to help explain to colleagues why it’s important to build in instructional support for language learners from the outset:Have you ever thought about how a sidewalk is made?


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