Meeting Diverse Needs

What is Meeting Diverse Needs

Meeting Diverse Needs is one of the seven essential elements of CAP and is a part of the second standard "Teaching All Students". 

Element: 2.A.3: Meeting Diverse Needs 

Proficient Descriptor: "Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners"(Candidate Assessment of Performance (CAP) - Educator Preparation, n.d.).

English as a Second or Foreign Language (ESL)

Designing lessons and assessments through a multicultural lens is crucial to engaging all students and promoting learning from one another. Particularly in virtual learning settings, students tend to disengage and lose focus when they are simply listening to a teacher's lecture. In my classroom, my role was to facilitate learning rather than dictate it. While I created media and provided knowledge in accessible formats, the responsibility for learning was placed on the students, and I served as a guide, equipping them with the necessary tools.

When designing lessons, I considered my students' English as a Second Language (ESL) scores, grades, cultural differences, and the virtual learning environment. I made efforts to provide numerous opportunities for learning and informal assessments. For example, I had students read the daily objectives aloud to familiarize ESL students with the classroom's learning expectations. I also encouraged students to read out note slides for active participation, aiming to increase student voice in the classroom.

I established a safe learning environment where making mistakes was encouraged because we were all there to learn. This openness resulted in students feeling comfortable and more willing to participate. It also allowed me to cold call on students while observing their work in Pear Deck, making it clear that I was guiding them rather than calling them out. Additionally, I created opportunities for students to learn from each other and correct mistakes collectively.

For instance, during a heredity activity, students worked in groups composed of students with different literacy levels and English Language Learners (ELL) at varying proficiency levels. In a physical classroom, discussions would occur after students completed their lab tasks and worksheets. However, I randomly sorted students into groups in a hybrid learning environment to minimize potential disconnections due to bandwidth issues.

After completing the lab tasks, I called on students to state key terms associated with gene expression. This exercise aimed to help ELL students at levels 1-3 practice pronunciation and listening before engaging in group discussions, fostering a low-anxiety environment. ELL students at levels 1-3 were called upon if they volunteered.

In addition to worksheet questions, the worksheet itself contained embedded statements serving as language-based scaffolds for all students. Students at different proficiency levels received the same resources, ensuring no student was marginalized. For example, both ELL students at levels 1-3 and ELL students at levels 4-5 received scaffold sentences such as "The cell is at ___ phase" and "This is a ___," aiding their understanding.

By incorporating activities like key vocabulary pronunciation, language-based scaffolds, and peer-to-peer small group discussions, I aimed to create an environment where students with different levels of English proficiency could effectively communicate in low-anxiety settings. Students with lower proficiency felt comfortable speaking using basic interpersonal communication skills (BICS), while those with higher proficiency were encouraged to experiment with cognitive academic language proficiency (CALP). The discussions revolved around essential vocabulary, and the lab exercise facilitated Michael Long's Interaction Hypothesis and content language integrated learning theory. This combination fostered a low-anxiety environment that promoted content understanding and higher-order thinking, as students used reasoning to answer the worksheet collectively.

Differentiated Assessments 

I believe that differentiated assessments are essential because students grasp information and materials at different stages of their learning. Research also supports the notion that learning and performance are not inherently linked. Learning is a complex process that involves the conceptualization of creative solutions, which cannot always be accurately measured. A student's learning should not solely be based on their performance on assessments. When students are involved in summative assessments, I always give them the option to discuss with me how they would like to be assessed if they feel that the proposed assessment does not truly demonstrate their learning. In some cases, I even offer students a choice in the type of assessment they prefer. For example, during our mitosis and meiosis unit, students were given the option to create a physical model, a flipbook, or something in between. My goal is to make learning enjoyable and foster creativity.

Second Chance Learning (SCL)

Second Chance Learning (SCL) is a policy I implemented that provides additional opportunities for students to learn, reflect, and demonstrate their knowledge in a manner that aligns with their individual needs. This policy aims to promote equity in assessments. Click here to view this policy 

Evidence - Meeting Diverse Needs

Class Activities & Lesson Plans for ESL 

Differentiated Assessments

Student Samples

Program Supervisor & Supervising Practitioner Feedback 

Announced Observation 1: 

"Paul has been passionate about the students' social-emotional needs from day one and was able to implement strategies of support immediately. Paul provides diverse engagement and teaching strategies in an effort to meet the needs of varied learners.

Paul addressed the needs of diverse learners by choosing different activities to present ideas so that it was not only in his voice.  He also used a two-minute video, a reflection, and small group discussions. In the future, he may wish to design his groups based on diverse needs, either similar or different depending upon the activity and students."

Unannounced Observation 1: 

"Paul is actively conscious of the diverse needs of the classroom. He is constantly seeking new and innovative ways to reach all students. Paul embeds ELL and social-emotional supports into his daily classroom.

 Paul is using breakout rooms to help students work in small groups.  At times these groups can be designed to meet student needs.  It also serves as a time for students to ask questions of him while unmuted and in a group of no more the 3.  This is much less intimidating for students and can help in creating a classroom climate."

Announced Observation 2:

"Paul provides varied techniques in presenting the material as well as opportunities for students to show their understanding. His assignments and activities are varied throughout the duration of the class and also throughout the week-long unit plan. Paul implements a universal design for learning well. 

Paul posts all notes so students who need extra time can access them after class. He encourages group work where students support one another."

Unannounced Observation 2:

"Mr. Pacheco presents the material in a variety of ways to support diverse learners. In the observed lesson, Mr. Pacheco used notes, images, graphic organizers, interactive questions, waterfall activities, Socratic questioning, and use of project-based learning."

Formative Assessment Evidence:

"Paul provides varied techniques in presenting the material as well as opportunities for students to show their understanding. His assignments and activities are varied throughout the duration of the class and also throughout the week-long unit plan. Paul implements a universal design for learning well. 

Paul posts all notes so students who need extra time can access them after class. He encourages group work where students support one another."