Not all students are the same. According to Diaz-Rico, “Modified instruction can accommodate different instructional needs within the classroom and foster learning across academic content areas,” (Diaz-Rico, 2012, pg. 349). This is especially true for Culturally and Linguistically Diverse (CLD) learners who are part of inclusion classrooms. One way to modify instruction is to use assistive technology, which provides extra support in the classroom. An example would be the use of computers, which would allow teachers “to adapt customized curricula for students based on their ability and capacity for learning; to monitor students’ performance in real time; and to increase their participation, motivation, and self-confidence,” (Diaz-Rico, 2012, pg. 352). At my internship school, one method of tailoring instruction is by implementing Imagine Learning. Imagine Learning is a computer software program that focuses on language and literacy instruction, and can be used specifically for English language learners. When first starting the program, students take a diagnostic assessment to determine what they know about the five central components of literacy; phonics, comprehension, vocabulary, fluency, and phonemic awareness. Then, based on the results of the assessment, students are assigned activities and games in the areas where they struggle. This program gives the students additional support that they may not be receiving in their classrooms, and students can progress at their own pace rather than being forced to move on before they have mastered a skill. Imagine Learning also gives teachers detailed progress reports on individual students as well as the whole class. This allows teachers to see what improvements have been made as well as what the students still need additional instruction on.
Díaz-Rico (2014). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (5th ed.). Upper Saddle River, NJ: Pearson.
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