Differentiation Learning Styles and Inclusive Education

Differentiation Learning Styles and Inclusive Education The topic researched is Inclusive learning, looking also into differentiation, and leaning styles. Inclusive education means all students in a school, regardless of their strengths, weaknesses, or disabilities, are part of the general school community. They have a feeling of belonging among other students, educators, and support staff. (VERDEL BISHOP). Inclusive learning is treating learners as individual and catering for needs for equally. Provisions should be made so that all learners are able to participate in all activities regardless of age, gender, religion, disability etc. The learners needs are often highlighted when negotiating with learners at the start of the course. It is then up to the educator to see, these are met. Such as, if a learner needs wheelchair access, the educator would need to make sure that there was a ramp in the building, disabled toilets, that a desk could be raised to allow for the wheelchair etc. If the learner has special educational needs (SEN) then there may be a need for a learning support assistant to be in the class too. The initial discussion would also give you an insight to their prior knowledge, motivation, cultural expectations and their results of the initial assessment would show their Literacy and numeracy need if any. The marketing material and polices and brochure from establishments should take into consideration the diverse audience. A few decades ago the world of education was very exercised by the forerunner of differentiation which was called mixed ability teaching. Then people began to realise it was not just ability that could be mixed and that educators had to cope with a plethora of differences: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently, the term mixed ability began to be replaced by the less vivid term: differentiation. (Geoff Petty) Differentiation is having a class of not only mixed abilities but race, background, learning styles, motivation , prior knowledge and catering for every learners needs enabling them to achieve their goals. According to Tomlinson (2001) the three main areas of the curriculum that can be differentiated are: Contents: The pre-assessment would give the educator ideas on the learners abilities. With this in mind, the educator can plan the lesson taking into consideration the learners who have mastered the topic already and permitting them to work independently ahead. The educator can continue delivering the session as planned with the rest of the class. Process: Giving the learners the opportunity to use different methods for varied activities, taking into consideration the different learning styles, and setting activities to suit the learners needs. For example, be given the choice of how they would like to research their topic e.g. Use the computer, books, drawing, diagrams, writing, or reading. Using different methods best to their individual abilities would enhance their skills on other area as well as researching the topic itself. Product: Giving the learners the option on how they would like to demonstrate their findings enables then to demonstrate their skills at their level. For example, a learner working at a lower level may decide to produce a newsletter and a learner working at a higher level may chose to use a PowerPoint slide show. Diagram below shows the elements of differentiated instruction as they relate to one another. http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/1%20DI%20Graphic%20Organizer.htm When planning the lessons the educator can Vary the reading material to allow for different readability levels Recording text material onto tapes, as well as handouts Buddying learners together Activities that have the same skills and understanding but different levels of difficulty- Tiered activities. Offering support Allowing extra time those who need it and encouraging further research for the more advanced learners. Allowing learners to use different methods, like writing letter, graphics, drawings, video clips, and recording to present their finding A scheme of work would need to show a range of different activities that meet all the learners styles (VARK) taking into account any barriers to learning. Giving extra challenging activities to those who complete before the rest would keep them motivated and occupied. Inclusion means enabling all students to participate fully in the life and work of mainstream settings, whatever their needs. à ¢Ã¢â€š ¬Ã‚ ¦ Inclusion may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people. Segregation, on the other hand, is a recurring tendency to exclude difference. (CSIE, 2002b, p. 1) Inclusive education goes beyond special educational needs: it refers to all learners who, for different reasons, may find themselves at risk of marginalisation or exclusion. Inclusive education is about values: it assumes that diverse groups of pupils are of equal worth and have a right to be included. Inclusive education does not focus on perceived individual deficits, but on the barriers to learning that individuals and groups of pupils may encounter. Inclusive education is about changing the system so it is better for all: this includes educators, students, and everyone in the educational institution. Inclusive education is about participation and learning from each other. Inclusive education is not a fixed state but an evolving one. Some of the key words that we noted were rights, participation, process, values, equality, diversity, and change.

Is Texting Language Really Appreciated? Essay

In Texting: Why All the Fuss? By David Crystal, a chapter from Txting: The Gr8 Db8, he mentions, â€Å"Texting is just another variety of language, which has arisen as a result of a particular technology.† In the excerpt Crystal talks about the drawbacks and benefits of texting. His main focus in the text is how texting has influenced grammar in teenagers. But, are the teenagers really the only ones to blame in this situation? Is it the parents? Or maybe the teachers? Overall, everyone is at fault to the drawbacks, but the teenagers are responsible for the evolution of communication. Just because teenagers use abbreviations, or texting â€Å"language† does not make them illiterate, it is a type of language whose flexibility and convenience needs to be appreciated. Crystal claims how texting has arisen in the technological world by showing how people use their phone frequently. The text mentions how Jan Van den Bulck, from Catholic University of Leuven says, â€Å"Among 16-year olds, the interference was greater: 20.8 percent were woken up at least once a week with their phones.† Also the chapter stated, â€Å"Half the employees said that they always respond immediately to a message.† Texting problems have also carried over into the outside world. Crystal stated, â€Å"Most employees reporting that they checked work-related text messages and emails even when at home or on holiday.† In the excerpt Crystal lists obvious benefits and drawbacks from the over-usage of cellphones and texting. He notes, â€Å"I believe any form of writing exercise is good for you.† David Crystal is saying, that even though cellphone users to use proper texting etiquette, any form of writing can only benefit you. â€Å"Another study concluded that texting actually helps the development on communication skills such as the ability to summarize and  express oneself concisely,† quoted from David Crystal. Crystal also mentioned from the same study, â€Å"Texting motivates people to sharpen their diplomatic skills, for, as with all written activity, it allows more time to formulate thoughts and express them carefully.† There are not only benefits from texting; there are plenty of drawbacks involving distracting users, and health issues. Texting has caused issues with time management, loss of sleep, and addiction. As mentioned, before a significant amount of teenagers a re being woken up in the middle of the night by their cellphones going off. Ironically, there is a medical term for a text messaging injury known as â€Å"TMI†. TMI is also an abbreviation for â€Å"too much information,† which is commonly as texting dialect. In the text Crystal does mention, â€Å"Every time I talk to groups of teachers and examiners, I ask them whether they have encountered anything remotely similar. None of them ever has.† Crystal is referring to children and teenagers using â€Å"text language† in their schoolwork and essays. Crystal reports, â€Å"The concern over texting lingo has been greatly exaggerated; he s that on average, less than 10 percent of words in text messages are abbreviated.† Personally, I am not a huge texting person. I’d rather have a face-to-face conversation; but I’m not going to sit here and say that I don’t text. If it’s just a casual conversation, I don’t mind texting but if it were an argument I’d rather have it be in person. Yelling at someone is easier than to take my anger out the keyboard on my phone. My experiences with t exting and using my cellphone somewhat relate to the point David Crystal was trying to make. I do get rarely woken up by texts, I text while I am at work, but I do not use text language. Newer phones have autocorrect in their system, which means if you misspell a word the phone will fix the spelling error, as you are texting a message. It’s quite relevant, and more people should turn that on, especially from seeing the statistics from David Crystal’s chapter. I’ve been texting for about 10 years now, and it has not really changed my grammar if anything it has benefited it. When I was 10 I used text language and abbreviations, but that is because I didn’t really know what â€Å"proper grammar† was at that point. I have been disrupted from my daily schedule with my phone going off from time to time. Seeing how I am nine hours away from home, and my dad lives in Germany. I do get a lot of texts and calls when I am busy in class, or doing homework. Honestly, I don’t expect anything different; we’re all on  different time schedules. Sleeping has not really been much a problem for me; I do sleep with my phone in my bed because it is my alarm clock in the morning. Keeping my phone in my bed has not been much of an issue for me. I make sure to keep my phone on silent so I don’t get disrupted. Texting has not really made me feel safe. I have been in two different car accidents, and the driver has been texting while driving. I have absolutely no respect for anyone who chooses to text and drive; it’s not just for your safety. I have absolutely no service anywhere I go, so if something bad were to happen I more then likely wouldn’t be able to call for help. Addiction to phones is possible; Crystal mentions how, â€Å"Priory clinics were reporting a sharp rise in â€Å"technology addiction.† I can proudly say, I am not addicted to my cell phone or texting; it’s more of a luxury rather than a necessity. The issues with texting will constantly be an argument, no matter what age, or what profession is speaking their opinion. Crystal proves remarkable points, but there are ways to make an argument supporting the other side. I believe that David Crystals article was more informing than David Carr’s, â€Å"Keep Your Thumbs Still When I’m Talking To You.† Crystal shows downfalls and benefits on both sides to the debate of texting, and provides specific statistics, and quotes from other sources. Texting is just another variety of language, which has arisen as a result of a particular technology, but it is a type of language whose flexibility and convenience needs to be appreciated. Work Cited Crystal, David. â€Å"Texting: Why All the Fuss?† From Txting: The Gr8 Db8. Oxford: Oxford UP, 2008. Rpt. in Language Awareness. Paul Escholz, Alfred Rosa, and Virginia Clark, eds. Boston: Bedford/ St. Martins, 2013. 359-73. Print.

Differences Between Malcolm X and Martin Luther King Junior Essay

Ever since the beginning of African slavery in America there has been debate over whether slavery is moral or immoral. Beginning in 1896 black rights leaders began to appear in the U. S. Two of the most influential and famous advocators of black rights were Martin Luther King Junior and Malcolm X. Although their goal of equality between all races is the same their approaches to achieving this goal are different. The main differences between the two leaders are that King achieved his goal through peaceful and moving speeches about equality, while Malcolm was a destroyer of those who were of the superior white race. The main differences in their approaches to discrimination can stem from their different childhoods. King was from a prominent family in the area of Atlanta who had grown up with excellent schooling. King skipped two grades and went to an Ivy League school at the age of 15 and received the finest education throughout his life. Malcolm grew up with no schooling and was virtually unknown before he began to travel around advocating black rights. Malcolm also suffered through tragedies in his life that scarred. Malcolm’s father abused his mother and she abused her eight children. Then Malcolm’s father was murdered and his mother suffered a breakdown and, as a result, his family was forced to be split up. Their approaches to discrimination were grounded on their childhood which results in the great differences between them. Malcolm had a bitter desire to get back at the world that he felt he had been mistreated by. Luther grew up in a peaceful, loving environment and this showed through his non-violent protest movements. Beyond their childhood their viewpoints were also influenced by their religions. Martin was a Baptist reverend who reached out to people while he was at his church. His beliefs were in the social gospel. However, King also practiced â€Å"personalism. † Personalism is defined as the theological concept that emphasizes the personal nature of God and importance as human personality as a reflection of that nature. Malcolm believed in the Islamic religion which condemned whites and showed them no mercy. Malcolm and Martin also followed the example of two different role models. Malcolm was influenced by Elijah Muhammad and his organization, the Nation of Islam. Elijah taught Malcolm that the white man is the â€Å"devil† and that blacks are the true rulers of the world. Martin revered Gandhi for his way of seeking patience and non-violence. Gandhi was a famous religious leader who led a non-violent retaliation against British imperialism in India. Gandhi taught Martin that it is good to fight a fight without any physical contact. Both Malcolm and Martin reflected the viewpoints of their leaders in the way they led their protests. Martin Luther King Junior used non-violent protesting, passive resistance, and â€Å"weapons of love† to instruct his followers when fighting for equal rights. His approach can most easily be seen from his famous â€Å"I Have a Dream,† speech where he spoke eloquently about his dream for blacks and whites being together with no tensions between them. Martin once quoted, â€Å"A riot is the language of the unheard. Martin means that riots will get you nowhere, if you wish to be heard grab people’s attention through simple, peaceful actions. Malcolm was a segregationist, supporter of segregation, until his pilgrimage to Mecca. Malcolm also was willing to use any means necessary to gain equality for his people. He believed the only way blacks could gain true freedom was through revolution and force. Besides their approaches to achieving equality their effects on the Civil Rights Movement are different. Martin Luther had a positive effect similar to the way he delivered his point. He changed the perception towards equal freedom by introducing a new viewpoint with his â€Å"I have a Dream,† speech. His death also led to the passage of the civil rights legislation in 1968. Most importantly though Martin Luther King Junior gave his people the strength and courage to stand up to their persecutors. Malcolm was murdered similar to King but his death had no effect on the civil rights movement. Instead of a positive effect on the world he encouraged protest and riots and more importantly instilled black pride.

What Are The Flaws Of The Founding Fathers - 1385 Words

What are the flaws of our founding fathers and may have led them to shape our country? There is a group of men of legendary status who are dubbed the â€Å"founding fathers,† often referred to as the creators of our nation. Their faces are dispersed all across America, ranging from coast to coast, with the obelisk of the Washington Monument on the east coast to Mount Rushmore on the north border of the United States to our everyday money; the founding fathers are quite prevalent in our society. Alexander Hamilton, Thomas Jefferson, James Madison, Benjamin Franklin, George Washington, and John Adams have influenced American society immediately at the start and still continue to do so today. The book in which I have chosen to research goes into great depth of the lives of the founding fathers and how their flaws and quirks as regular people shaped America into what it is today. 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