Teaching Strategies
The way we teach, and the strategies we use as teachers, are major factors in the classroom environment and the classroom management. The following page is intended to be used as a quick guide of techniques or strategies that teachers can use to include all, and in return find classroom management. At the bottom is a list of resources that can be used for further information, guidance and strategies.
In an inclusive classroom, we can:
In an inclusive classroom, we can:
"anticipate some common challenges, and provide supports that will be available to all our learners. Although some students struggle with focusing their attention on the task, actually, all students can benefit if we “chunk” our activities, take breaks for physical movement, and provide visuals on the board. This allows students to recheck for themselves the procedures and processes for the tasks, and you support student learning without singling out some students. Tape or mount class schedules and programs on the board for everyone to see. Lots of students benefit from a system of cues for schedules, behavioural expectations and task breakdown." (Katz, 87)
It can be an overwhelming task to think of inclusion as a huge, big picture. Lets look at some small steps teachers can take to implement in their classes on a day-to-day basis.
General Strategies
Much of classroom management comes from being planned and organized, and creating lessons and units which meet the needs of every student and that are creative. One technique that is often cited is the use of the Universal Design for Learning (UDL). UDL is "a set of principles for curriculum development that give all individuals equal opportunities to learn" (CAST). The principles of UDL are:
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Differentiated Instruction (DI) is another great strategy to keep students interests and ensure all learning styles are met. There are many examples of great DI activities and strategies available. There are essentially three areas that can be differentiated:
- Content: giving students different material to cover (ie., a choice of book in a novel study).
- Process: give students various ways to process, or make sense of, content being taught (read the book as a group, have individual activities, watch a movie, think-pair-shares).
- Product: allow students to demonstrate learning through multiple assessment formats (ie., written study, movie, podcast, comic strip) (Wehrmann 20)
Specific Exceptionalities Strategies
While every strategy will benefit each unique student in some way or another, some strategies may better target certain exceptionalities. These strategies will help include every student, and keep them in your general classroom. The following is just a sample of a few exceptionalities you may find in your classroom, and strategies that could be used for them. Take note of the overlap!
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James - Gifted
- Partner with a (carefully selected) buddy. Gifted students need challenges, and often finish work early. Pair them up with a student who needs extra help and spend some time to teach the gifted student how to assist and tutor his/her classmate (Sapon-Shevin).
- Turn a passion into a school group or club. Allow the student to expand on their knowledge of a topic and use higher order thinking skills by setting up a school-wide group to extend the learning.
- Be a traffic controller. Sometimes gifted (really, any) students become frustrated and do not have a good coping mechanism to deal with those feelings. Having that student take control of when he or she needs a break before they become agitated (self-monitoring, similar to a pilot needing to stay on course) could be a good strategy (Mundschenk 102).
Eric - Learning Disability and Behaviour
- Find a buddy! This could be a great opportunity to match your gifted student with.
- Add assistive technologies to computers in a general computer lab. This will prevent students needing AT going to separate rooms on a separate computer (Young).
- Differentiate your instruction! (See below for resources.)
- Have a visual calendar/schedule on a board with visual cues to help stay on task.
- Chunk the work (something the buddy can help with).
- Include movement breaks! It's difficult for most students, and not healthy, to stay seated and on task for large periods of time.
Ali - Visual Impairment
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Josie - Angelman Syndrome (AS)
- Table groups/pods and collaborative learning groups for group work will be a great way for this student to be included.
- Allow this student to make simple decisions each day. Plan ahead of time what these might be, for example, who will be a buddy, what task he/she wants to work on first (Williams, Peters, Calculator, 29).
- Educate the class on AS, and how the student communicates. The more awareness, the more the whole class will feel included.
Additional Resources
Universal Design for Learning and Differentiated Instruction (usable resources, for you!)
- Katz, Jennifer. Teaching to Diversity: The Three-Block Model of Universal Design for Learning.Winnipeg: Portage&Main Press, 2012. Print.
- National Centre on Universal Design for Learning. UDL Guidelines - Version 2.0: Examples and Resource
Works Cited
CAST. About UDL: What is Universal Design for Learning. Web.
Collaborative Group Work for Beginning Teachers. Home: Collaborative Group Work. Web.
Halton District School Board: Education Matters Newsletter for Parents. Public Park School cultivates inclusion with introduction of buddy bench. Web.
Mundschenk, Nancy A., Craig A. Miner and Becky L. Nastally. “Effective Classroom Management: An Air Traffic Control Analogy”. Intervention in School and Clinic. (Nov. 2011). 47(2): 98-103. Print.
NEA Education Policy and Practice Department. "Universal Design for Learning (UDL): Making learning accessible and engaging for all students.2008. Web.
Sapon-Shevin, Mara. “Why Gifted Students Belong in Inclusive Schools”. Educational Leadership. Dec. 1994/Jan. 1995. 52(4): 64-70. Print.
Spilsbury, Toni. “Nevada Blind Children’s Foundation Beeper Baseball Game”. Recess Taking Time. N.d. Web. October 21, 2013.
Stewart, K.A. “Guidelines to Successful Integration”. AFB Press. 1992. Print.
Wehrmann, Kari Sue. "Baby Steps: A Beginner's Guide". Educational Leadership. (September 2000). 58: 20-23.
Williams, Charles, Sarika Peters and Stephen Calculator. “Facts About Angelman Syndrome”. Angelman Syndrome Foundation. 7th Ed. Web. January 1, 2009.
Young, Gabrielle and Jeffrey MacCormack. “Assistive Technology for Students with Learning Disabilities”. LDatschool. Web. 2014.
Collaborative Group Work for Beginning Teachers. Home: Collaborative Group Work. Web.
Halton District School Board: Education Matters Newsletter for Parents. Public Park School cultivates inclusion with introduction of buddy bench. Web.
Mundschenk, Nancy A., Craig A. Miner and Becky L. Nastally. “Effective Classroom Management: An Air Traffic Control Analogy”. Intervention in School and Clinic. (Nov. 2011). 47(2): 98-103. Print.
NEA Education Policy and Practice Department. "Universal Design for Learning (UDL): Making learning accessible and engaging for all students.2008. Web.
Sapon-Shevin, Mara. “Why Gifted Students Belong in Inclusive Schools”. Educational Leadership. Dec. 1994/Jan. 1995. 52(4): 64-70. Print.
Spilsbury, Toni. “Nevada Blind Children’s Foundation Beeper Baseball Game”. Recess Taking Time. N.d. Web. October 21, 2013.
Stewart, K.A. “Guidelines to Successful Integration”. AFB Press. 1992. Print.
Wehrmann, Kari Sue. "Baby Steps: A Beginner's Guide". Educational Leadership. (September 2000). 58: 20-23.
Williams, Charles, Sarika Peters and Stephen Calculator. “Facts About Angelman Syndrome”. Angelman Syndrome Foundation. 7th Ed. Web. January 1, 2009.
Young, Gabrielle and Jeffrey MacCormack. “Assistive Technology for Students with Learning Disabilities”. LDatschool. Web. 2014.