Scaffolding, scaffolding, scaffolding! Don't think about modifying, but rather making accommodations to help students learn with their peers. For example, provide students with graphic organizers, work exemplars, check lists, slotted notes, etc... so they are still working toward grade level standards, but they receive support. There is so much research on the importance of these scaffolds for learners of all variability. You can check out some of the research here for more ideas: http://www.udlcenter.org/research/researchevidence/
You must sign in before we can post your answer.
Don't have an account? Sign up only takes a few seconds.
Angela I love your question... I am faced with the same question but with one added variable. My student of most concern came from a bilingual program where up to now all his learning had been in Spanish and now he is in English only class. I don't want him to feel lost and left out. Have you found any example of good scaffolding?
Please sign in or register so that we can respond to your feedback:
Your message has been received.
Register Now and join a community of a million educators.
Take 30 seconds to register (it's free!) and:
Teaching Channel is a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow.
Schools, districts, and educational organizations — now you can harness the power of Teaching Channel for your teachers with the Teaching Channel Plus private collaboration platform.