Multimodal and Differentiated Learning - Teaching to all learners
All students learn in different ways, so it only makes sense that teachers should use different methods and forms of teaching
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It is important to give all learners the opportunity to succeed. In expressing instructions and ideas in different ways, more students have a chance to succeed. Having multiple forms of instructions and learning opportunities provides teachers with the opportunity to reach the needs of all students in the class.
For this lesson, the instructions were given to students orally, visually and textual to ensure that all students knew what to do. I also modeled the activity with the class, allowing students who were more hands-on learners to experience parts of the activity before completing it themselves.
For this lesson, the instructions were given to students orally, visually and textual to ensure that all students knew what to do. I also modeled the activity with the class, allowing students who were more hands-on learners to experience parts of the activity before completing it themselves.
Videos
One thing that I like to incorporate into lessons is videos and songs. These songs and videos allow students to get up and move while still learning content. Videos also provide brain breaks, allowing students who are unable to sit for long periods of time the chance to refocus. Here are examples of a few videos I used for a unit on plants.
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Students were able to sing along to this song. I also got students to give ideas of dance moves to help remember each need of a plant.
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I used the two songs below as brain breaks during a lesson on the parts of a plant (we danced to each song after I talked about the roots and stem of a plant)
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Other Activities
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In addition to providing students with videos they could enjoy and respond to, I provided several different lesson activities to ensure that all students were able to relate to at least one lesson in the unit.
For the above activity on community, the students were told to show me people that who could help them at home, school and in the greater community. As seen by the examples above, students were given the option of writing, drawing or both writing and drawing what they knew. This allowed students with difficulty with writing output to still contribute and show me their understanding of the unit. It also allowed those who were self-conscious of their drawing skills to show their work as well.