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Failure Of Hispanic Students The Term Paper

Flexibility in instruction is a principle that uses instructional design to accommodate a wide range of abilities among students. Simple and intuitive instruction is a "straightforward and predictable manner" (Shaw, Scott, and McGuire, 2001) of instruction. Perceptible information instruction is an instruction design principle that ensures all information necessary is effectively communicated. Finally, tolerance for error instruction "anticipates variation in individual student learning pace and requisite skills." (Shaw, Scott, and McGuire, 2001) STRATEGIES to SUPPORT TEACHING DIVERSE LEARNERS in COLLEGE

Strategies to support teaching diverse learners in college that are inclusive of Hispanic students include the following strategies:

Use technology to assist and aid instruction;

Group students into smaller groups to facilitate discussion and communication among students;

Use summarization, self-questioning, clarification and prediction in classroom instruction;

Keep the instruction simple;

Allow instruction to be flexible;

Use the technique of instructional conversation;

Keep instruction 'equitable;

Use perception in the instructional practice;

Allow room for errors so that students feel comfortable while learning;

Create a community of learners.

CONCLUSION

Use of the foregoing instructional strategies will assure the teacher that all students have a fair and equitable opportunity to learn and that the students will be engaged and motivated to learn.

Bibliography

Bermudez, a.B., & Palumbo, D. (1994). Bridging the gap between literacy and technology: Hypermedia as a learning tool for limited English proficient students. The Journal of Educational Issues of Language Minority Students, 14, 165-84.

Christian, D. (1995)....

Two-way bilingual education. In C.L. Montone (Ed.), Teaching linguistically and culturally diverse learners: Effective programs and practices (pp. 8-11). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
Duran, B.J., Dugan, T., & Weffer, R.E. (1997). Increasing teacher effectiveness with language minority students. The High School Journal, 84, 238-46.

Padr n, Y.N., & Waxman, H.C. (1999). Effective instructional practices for English language learners. In H.C. Waxman & H.J. Walberg (Eds.), New directions for teaching practice and research (pp. 171-203). Berkeley, CA: McCutchan.

Padron, Yolanda (2002) Educating Hispanic Students: Effective Instructional Practices. Center for Research on Education, Diversity & Excellence. August 2002.

Scott, S., McGuire, J.M., & Foley, T.E. (2001). Universal design for instruction: An exploration of principles for anticipating and responding to student diversity in the classroom. Storrs, CT: Center on Postsecondary Education and Disability.

Scott, S., McGuire, J., & Shaw, S. (in press). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education.

Scott, S., McGuire, J.M., & Shaw, S. (2001). Principles of universal design for instruction. Storrs, CT: Center on Postsecondary Education and Disability.

Brinckerhoff, L.C., McGuire, J.M., & Shaw, S.F. (2002). Postsecondary education and transition for students with learning disabilities (Second Edition). Austin, TX: PRO-ED.

Follette Story, M., Mueller, J.L., & Mace, R.L. (1998). The universal design file: Designing for people of all ages and abilities. Raleigh, NC: North Carolina State University, the Center for Universal Design.

Success and Failure of Hispanic Students

Sources used in this document:
Bibliography

Bermudez, a.B., & Palumbo, D. (1994). Bridging the gap between literacy and technology: Hypermedia as a learning tool for limited English proficient students. The Journal of Educational Issues of Language Minority Students, 14, 165-84.

Christian, D. (1995). Two-way bilingual education. In C.L. Montone (Ed.), Teaching linguistically and culturally diverse learners: Effective programs and practices (pp. 8-11). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.

Duran, B.J., Dugan, T., & Weffer, R.E. (1997). Increasing teacher effectiveness with language minority students. The High School Journal, 84, 238-46.

Padr n, Y.N., & Waxman, H.C. (1999). Effective instructional practices for English language learners. In H.C. Waxman & H.J. Walberg (Eds.), New directions for teaching practice and research (pp. 171-203). Berkeley, CA: McCutchan.
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