For this assignment, you will write a 1,200-word research-based ess that describes a plan for
teaching a diverse class how to view, interpret, analyze, or represent information from a learning
standard selected from your endorsement area and grade band.
website to use https://www.doe.virginia.gov/teaching-learning-assessment/instruction
full instructions posted as an attachment
books used in this class
Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D. (2018). Teaching strategies: A guide to effective instruction (11th ed.). Cengage
American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.
TEACHING STRATEGIES FOR DIVERSE LEARNERS ASSIGNMENT
INSTRUCTIONS
OVERVIEW
INSTRUCTIONS
For this assignment, you will write a 1200 word research-based that describes a plan for teaching a diverse class how to view, interpret, analyze, or represent information from a learning
standard selected from your endorsement area and grade band.
If you are pursuing the MAT in elementary education, you may select a standard from any
one of the four core subject areas (English, Math, Science, Social Studies) in grades K-5.
Standard 3.7b – The student will estimate and use U.S customary and metric units to measure
liquid volume in cups, pints, quarts, gallons, and liters.
After selecting the standard, the student will then choose an integration area (view, interpret,
analyze, or represent) that can be used to teach the standard. For example, if a student chose to
represent as the integration area that could be used to teach Virginia Math Standard 3.7b , then
the student would explain how representation could be used to help students understand the
relationship between each unit of measurement. The standard and integration area should be
addressed in each section of the paper. When you identify strategies for each diverse group of
students, you must apply the strategy to the standard and the integration area. For example, if
you identify the strategy of independent projects for working with gifted students, you must
explain how you would use this strategy in the context of teaching Virginia Math Standard 3.7b
through representation.
Integration areas may be defined as follows:
View – Providing visual support during instruction (e.g., showing images of historical
events).
Interpret – Having students explain the meaning of something (e.g., writing a story
summary).
Analyze – Having students examine something methodically and in detail (e.g., finding
examples of persuasion in advertisements).
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Represent – Creating a description or portrayal of someone or something (e.g., using coins to
show $0.23).
You must select a standard from the Virginia Standards of Learning for this assignment. You
may not use standards from any other state. Use the provided link to access the Virginia
Standards of Learning.
You will present research-based strategies for teaching your chosen standard and accompanying
integration area to students from the following groups: gifted learners, struggling learners,
English language learners (ELL), and students who have been impacted by trauma.
Your ess should be organized into the following sections:
1. Instructional Overview – In this part of the ess, you will describe your class (grade level,
number of students, school characteristics, etc.), the standard you have chosen to teach (copy
the entire standard into the ess, and how you plan to integrate viewing, interpreting,
analyzing, or representing information from the standard into your instruction. This part of the ess is an overview that will provide the background necessary to prepare readers for the
detailed instructional strategies presented in subsequent sections of the ess.
2. Gifted Learners – In this part of the ess, you will describe at least two research-based
strategies for teaching gifted learners. The description of these strategies must be aligned
with your chosen standard and integration area. This part of the ess should also include a
brief description of gifted learners and some of the characteristics of gifted learners.
3. Struggling Learners – In this part of the ess, you will describe at least two research-based
strategies for teaching learners who struggle with academic content. The description of these
strategies must be aligned with your chosen standard integration area. This part of the ess
should also include a brief description of struggling learners and some of the characteristics
of struggling learners.
4. English Language Learners – In this part of the ess, you will describe at least two research-
based strategies for teaching English language learners. The description of these strategies
must be aligned with your chosen standard and integration area. This part of the ess should
also include a brief description of English language learners and some of the characteristics
of English language learners.
5. Students Impacted by Trauma – In this part of the ess, you will describe at least two
research-based strategies for teaching students impacted by trauma. The description of these
strategies must be aligned with your chosen standard and integration area. This part of the
ess should also include a brief description of the impact of trauma on students and some of
the characteristics of students who have been impacted by trauma.
6. Conclusion – In this part of the ess, you will summarize the strategies shared throughout
the ess and discuss how a teacher might incorporate several of these strategies into one
lesson through differentiation. Consider small groups, learning stations/centers, differentiated
assignments, and other strategies. Use research to support your differentiation strategies.
ess should include at least four scholarly resources published within the past five years.
An APA formatted resource list should be included
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