1

Teaching Strategies for Diverse Learners

Teresa Tonkin

EDLC 510, Liberty University

Dr. Allen Hackmann

February 11, 2024

Teaching Strategies for Diverse Learners

For my diverse 2nd grade classroom, I have selected Virginia English Teaching Standard 1.6c, which states

“the student will expand vocabulary and use of word meanings: Use knowledge of antonyms and synonyms”

(Virginia Department of Education, 2017). This standard emphasizes the importance of understanding a word's

meaning and provides a framework for students to engage with content through various means such as viewing,

interpreting, analyzing, or representing information. To integrate this standard into my instruction, I plan to

employ a variety of strategies that cater to different learning styles and abilities. The integration will be designed

to create an inclusive and engaging learning environment for all students, including gifted learners, struggling

learners, English language learners (ELL), and those impacted by trauma. I will be focusing on the “represent”

integration area. I feel that this integration area is most important as it allows you to explore the different ways

student’s learn, meaning you can create a visual on paper, with peers, or manipulatives. This essay will delve into

the world of teaching in a 2nd classroom during ELA with a diverse student body; Welcome in, I’m happy to see

you.

Gifted Learners

Gifted learners possess unique characteristics such as advanced cognitive abilities, a high level of curiosity,

and a rapid pace of learning. To address their needs, I will incorporate research-based strategies, such as

differentiated assignments and compacting the curriculum. These strategies align with the chosen standard by

allowing gifted students to delve deeper into the content, encouraging analysis, and providing opportunities for

creative expression. According to the article Giftedness and gifted education: A systematic literature review by

Francesca Baccassino and Stefania Pinnelli gifted students were not represented in any research until 1972 and

since then the research and assistance for these students has grown exponentially. In order to be considered a

gifted student you must have an overall IQ of 130 or higher(Pezzuti et al., 2022). Our gifted learners possess many

of the same qualities as our standard learner, but there are some qualities that set them aside. Many gifted

learners are perfectionists, are very excited to learn, and comprehend material quicker than the standard learner.

In order to keep our gifted learners intrigued we must set up our classrooms and lessons to keep them engaged.
 3

Using the represent integration with the above standard while working with gifted students could give

these students an opportunity to create their own game for the class or be leaders in a game that is teacher

created using synonyms and antonyms of decodable words that are familiar to the students (i.e sit, stay, sad). My

differentiated instruction for my gifted students would be to come up with 5 words, this would be on a specific

decodable we are studying, while I am working with the other small groups on the decodable word list. For the

purpose of this essay we will use decodable words with one syllable. My gifted friends would then create 3-5

synonyms and antonyms for each word on index cards. Once small group instruction is over the gifted students

would join the class so we could get started on the game. I would write the 5 chosen words on the board and

randomly hand out the index cards with the synonym and antonym words to everyone in the class except my

gifted friends. The gifted students would each come up and represent a word and the rest of the class would think

to themselves about what word their synonym and antonym matches with. I would then set a 2 minute timer for

the class to find their correct word, the gifted students would lead this activity by saying yes or no to an antonym

or synonym that comes to their word. If it is a no they would give the student another hint to help them find their

correct word. Once the two minute timer is up I would go over each word and see how many are correct, if there

are still any that are not right I would pull the students out and reset the timer for 1 minute. In this round they can

ask any “word” for a hint to help them find where they belong. This would repeat until all the words have the

correct synonyms and antonyms. Using the gifted students in this way will allow them to feel pride and celebrate

their advanced learning by being able to help their classmates.

Struggling Learners

Struggling learners face challenges in mastering academic content, and it is crucial to implement

strategies that provide additional support. Research-based interventions, such as scaffolding and explicit

instruction, will be employed. These strategies align with the chosen standard by breaking down complex concepts

into more manageable components, ensuring struggling learners can engage with and understand the content

effectively. When researching how to effectively help struggling learners I came across this quote that really struck

me from Marter and Traver in the article Five principles for supporting struggling learners. They state “educators

understand that the business of coming to know our students as learners is simply too important to leave to
 4

chance –and that the peril of not undertaking this inquiry is not reaching a learner at all. Rather, the most

impactful teachers see students not as ‘another face in the crowd', but as individual and unique people with

varying differences, strengths, and opportunities for improvement”(Matera & Traver, 2020). I feel that this not

only encompasses struggling learners but every student in every classroom. Understanding struggling learners is

key to aid in their success in and out of the gen ed classroom.

Using the represent model is a key in a struggling learner's instruction. Many times simple lecture or listen

instruction is not enough and modeling or represent integration is a key to connecting the dots. With this activity I

could pair children off rather than doing this activity individually. I would pair the struggling learners with a

classmate that I know would help in this activity rather than just take over. Having students who may not be on the

same level as their peers to participate in the same game or project with a partner is likely to boost their

confidence which will also boost their learning. Studies have shown that a student who feels confident and

included is much more likely to reach goals than those who feel excluded or left out. Another way I would assist

any struggling student that I have would be to check in during small group time and make sure they feel

comfortable with the assignment and address any questions they have. If another short lesson or instruction is

what is needed then this is what I would do with the small group.

English Language Learners

English Language Learners bring linguistic diversity to the classroom. To support their language

development and content understanding, research-based strategies like sheltered instruction and the use of visual

aids will be applied. These strategies align with the chosen standard by incorporating visual elements and language

support, enabling ELL students to engage with the content at their proficiency level. As suggested by Joanna

Schwartz in her article I would have a book with our decodable word list and pictures next to each word, this

would assist in helping my ELL student understand their decodable words and connect them to their native

language. With this I would ensure to have pictures around the classroom that would help my ELL student to the

fullest extent. Moving onto the classroom activity previously explained, in order to help my ELL student feel

included and able to play I would make them special index cards with the english synonym or antonym on top and

the word in their native language underneath it. To help them understand the word on the board I would project a
 5

picture near the word so it is easier for them to understand and they can have fun with the group. If this was not

enough help for my ELL students I would turn to their ELL teacher for assistance and see how I can better support

this student. Working collaboratively with this teacher would allow me to gain the insight I would need to better

differentiate instruction for any ELL student that may come my way.

Students Impacted by Trauma

Students impacted by trauma often face emotional and cognitive challenges. Research-based strategies,

including trauma-informed teaching practices and creating a safe and predictable learning environment, will be

implemented. These strategies should be apparent and comfortable in the classroom, enabling students impacted

by trauma to easily and quickly know what their day entails without additional stressors. For this specific activity,

using the above standard and represent integration, I will address the change and in our morning meeting to better

prepare the student for the day ahead. During the explanation of the activity I will have out the index cards we will

be using and any other tools that will be used. If I know this is an activity that may dysregulate the student I would

take the proper steps to ensure their comfort and safety come first. If a whole group setting and the chaos of the

two minutes would cause them any kind of discomfort I would ask the student if they would rather run the timer

than participate in the group. This would allow the student to still be able to be a part of the activity but have a

different role that makes them more comfortable and in control of their surroundings.

Through all of this I would also reach out to any other teacher or counselor the student works with to let

them know there is a change in our day. In the event that this student is in an emotional support class but with me

as their LRE I would see if the emotional support teacher felt it was a good idea for them or a para the student

works closely with to support in my class for this activity. If I feel that I am not doing enough to support this

student I would talk to them during small group instruction and show them the details of the game and ask for

their input on how to best support them in this.

Conclusion

In conclusion, the integration of diverse strategies for teaching and providing a comprehensive approach

to cater to the needs of all learners may look different for each case. By incorporating differentiated assignments,

learning stations, and small group activities, a teacher can create a dynamic learning environment that
 6

accommodates various learning preferences. Research supports the efficacy of these differentiation strategies in

promoting student engagement and achievement.

When studying Virginia English Teaching Standard 1.6c, which states “the student will expand vocabulary

and use of word meanings: Use knowledge of antonyms and synonyms” (Virginia Department of Education, 2017),

and using the represent integration all students can swiftly, seamlessly, and comfortably be integrated to

classroom activities. By understanding and implementing these strategies, educators can address the unique needs

of gifted learners, struggling learners, English language learners, and students impacted by trauma within a single

lesson. This approach not only promotes inclusivity but also enhances overall learning outcomes for all students.
 7

References

Baccassino, F., & Pinnelli, S. (2022). Giftedness and gifted education: A systematic literature review. Frontiers in

Education, 7, Article 1073007. https://www.frontiersin.org/articles/10.3389/feduc.2022.1073007/full

Ferlazzo, L. (2023, November 11). How to support students afflicted by trauma (opinion). Education Week.

https://www.edweek.org/teaching-learning/opinion-how-to-support-students-afflicted-by-trauma/

2023/11

Matera, B., & Traver, J. (2020, January 8). Five principles for supporting struggling learners. Teacher Magazine.

https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-struggling-learners

Pezzuti, L., Farese, M., Dawe, J., & Lauriola, M. (2022). The Cognitive Profile of Gifted Children Compared to Those

of Their Parents: A Descriptive Study Using the Wechsler Scales. Frontiers in Psychology, 13, Article

778004. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9680488/

Schwartz, J. (2021, October 21). 10 strategies that support English language learners across all subjects. Edutopia.

https://www.edutopia.org/article/10-strategies-support-english-language-learners-across-all-subjects/

Virginia Department of Education. (2017). English Standards of Learning. Virginia Department of Education.

https://doe.virginia.gov/home/showpublisheddocument/2756/637982391208400000