Description Background Information:  An integral component of this course is its advocacy for the need to establish a classroom climate and plan instruction in a manner that invites all learners, respectful of their diverse needs. Diversity issues may range from cultural, ethnic, racial and gender issues to a multitude of descriptors related to learning style and ability, socioeconomic status, and language. Throughout this course, we have discussed learning theory and teaching strategies which should enable you to build and maintain a classroom climate in which all students can be successful and to ensure that students’ respective needs are met through the use of a variety of scientifically sound teaching practices. Grouping practices, allowing choice, extending understanding and respect of cultures and ethnicity, conferencing with teachers and parents to gain an understanding of children- all reveal a teacher’s desire to meet the needs of diverse learners. It would not be possible to list all of the ways in which learners differ in their approaches to learning. It is the teacher’s role, rather, to know and understand each student so that he or she can plan for the teaching/learning relationships in the classroom. Task: Submit at least a five-page, typed (double-spaced; 12 font) case analysis research paper describing the diversity issues represented in the classroom you teach or most recently taught. Your paper will have 3 sections. Section I: In the first section, describe the contextual factors impacting the class, how you determined the diverse needs of the children, how you planned your lessons based on these needs, and describe to what degree you felt the teaching strategies you employed were successful. Provide specific examples, relating each to the strand of diversity it represents and a specific strategy you used to address this form of diversity. For example, you may have selected a piece of literature that you knew a particular child or group of children would relate to in an effort to engage all of the learners. Section II: In the second section, summarize the current research involving the diverse needs you encountered. For example, if you have ELLs, your research should include best practices for teaching ELLs. If you have students identified as needing Tier 2 interventions in reading, your research must include evidence-based practices for RtI. You must use no less than 5 current resources – nothing published before the year 2000. You are strongly encouraged to use the What Works Clearinghouse website for lists of research on evidence-based teaching practices (https://ies.ed.gov/ncee/wwc/  (Links to an external site.)  ), ERIC, and the DSU library databases. Section III: In the third section, reflect on whether or not your practices were congruent with the research and discuss how your future practices will reflect the current research on effective methods for teaching diverse students. This assignment will be graded according to the scoring guide below.

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