Individualizing in my classroom takes place on a daily basis. Of course I provide differentiated instruction to support English Learners and students with other additional needs. I learned to use many types of SDAIE strategies at my first school site where the EL population neared forty percent of the class. Some of the strategies that I found most effective were limiting teacher-centered lecture, incorporating graphic organizers whenever applicable, using as many visuals as possible and creating heterogeneous groups for cooperative learning. I also try to get my students moving at least once every day in class. That might mean standing up and walking to one side of the room to signify a vote, participating in a “gallery walk” activity or even just getting up to shift around the desks for group work. I find that these techniques are uncommon in many classrooms but work exceptionally well in mine. I also keep a binder of any EL students or students with an IEP or 504. The binder is for my benefit and that of the student and I add to it throughout the year to make note of what works or does not work for certain students. This process sometimes involves collaborating with several other educators about a specific student and then testing different strategies. These accommodations and differentiations help develop an equitable classroom.
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