Supporting Diverse Learners

In the article"Teacher Collaboration in an Inclusive Classroom", we read about how an inclusive class can be a difficult goal to accomplish because of how students with special needs have not performed well in an inquiry model mathematics program. The reading then moves along to identify 4 very important variables that need to be attended to differently and with varied intensities support these learners (Time, Structure, Support, Complexity).  We know that students are encouraged in the inquiry model to construct mathematical understanding through problem solving, cooperative learning, and mathematical discourse (this includes debriefing/reflection). So, how then can this challenging task be accomplished?

One of the first components that will need to be attended to is planning with differentiation in mind. Differentiated planning will build a successful learning experience for special ed. students from the very beginning of the inquiry. In addition, this planning construct will extend beyond the identified students and also be a supportive and successful experience for all learners. One element of differentiation is the use of flexible groupings. This is something I thought I did well until I analyzed my practice through the lens of this article. Flexible groupings allow for the teacher to facilitate the learning differently for the members in the group. Some members of the group may need very little support as they understand much of the inquiry and are ready to branch off into smaller threads where they can continue the inquiry. Other members may require additional support through further breaking down of the inquiry to construct their understanding of the inquiry components. This then provides those students with the additional teacher facilitation needed to deconstruct the problem developing mathematical comprehension skills in the process with teacher support. While in this group, student unique learning needs/styles will be taken into consideration in using specific strategies (models, manipulative, verbal/visual explanation of the problem, further breakdown of the inquiry into smaller more manageable pieces, or continued teacher facilitation).  Effective use of flexible groupings provides inclusivity as students are grouped differently with each inquiry through teacher facilitation. This will avoid having students in the class stuck in their own low group. Through inclusivity, every learner is equal and a contributing member of the whole group. I have misunderstood the flexible groupings strategy and plan on reshaping my classroom practice to make my time with students more effective.

Another component of supporting diverse learners is creating a mathematics classroom that has opportunities for choice embedded into it. As I move through the literature on this topic, I am constantly thinking of my literacy work stations where students make choices on different independent tasks that provide them the opportunity to take responsibility for their learning in making choices on what they need to work on. The tasks are specifically built by the teacher taking into consideration the mathematical needs of the group. This gives students time to practice their learning in consolidating their understanding and reinforcing emerging skills. Continuing with embedded opportunities for choice, the teacher can also provide students with the decision on how to work (independently, partner, teacher facilitated group). As students work through their choice, the teacher can facilitate students reflecting on the appropriateness of their choice. While students work on their tasks, the teacher can also assess student learning by conferencing with individuals, facilitating the learning of a small group, extending the learning for other students/groups. This as well is something that I haven't done before in my class. I believe very much in the use of literacy stations in my class as an important part of the literacy program and I had wondered in the past how this could be used in mathematics. Now I know and intend very much on implementing Math Stations.

In summation, through the differentiation provided via flexible groupings and the choice provided by math workstations, an inquiry mathematics model is built for success for all learners. This student centred approach to inquiry based math has inclusivity entrenched into it as all learners are monitored, assessed, and accommodated for on an ongoing basis in order to meet their needs supporting engagement in successful authentic learning experiences.