Effective Classroom Strategies for Diverse Learners

Scaffolding techniques are vital for supporting students with learning disabilities, as they provide structured, personalized pathways to understanding while honoring each learner’s unique needs. For students with dyslexia, tools like phonemic awareness activities, color-coded texts, and audio books can reinforce decoding and comprehension, allowing them to engage with content without being hindered by reading challenges. Those with dyscalculia benefit from hands-on manipulatives, visual models, and real-life math applications that make abstract concepts more concrete and accessible. Students with dysgraphia thrive when given graphic organizers, typing options, and chunked writing tasks that reduce cognitive overload and promote expression. For learners with ADHD, scaffolding might include clear routines, visual schedules, movement breaks, and task segmentation to maintain focus and reduce impulsivity. Meanwhile, students with auditory processing disorders need multimodal instruction such as written directions, visual supports, and opportunities for repetition to fully grasp spoken information. These scaffolds not only enhance student confidence and independence but also help teachers create inclusive environments where every learner can flourish. #AccessibleEducation

RIGOROUS INSTRUCTION STRATEGIES: Setting Goals — Effective teachers set and communicate clear lesson goals to help students understand the success criteria, commit to the learning, and provide the appropriate mix of success and challenge. Relevance — Be sure to address the question, “Why do we have to learn this?” Develop learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance). Project-Based Learning — Make lessons meaningful by allowing students to actively explore real-world problems and acquire a deeper knowledge of the subject. Inquiry-Based Learning — Pique student interest and heighten motivation with the core premise being that learning should be based around student questions with the teacher’s job being the facilitator of students discovering knowledge themselves. Experiential Learning — Ensure hands-on learning by intentionally planning for students to make meaning from direct experiences (i.e., learning by doing). Bloom’s Taxonomy/DOK — While lesson planning, utilize one of the taxonomies to ensure questions and student activities are intentionally scaffolded and appropriate for each student’s readiness level. Start by asking questions beginning with “Why?” and “How?” Constructed Response/Writing — Incorporate writing across the curriculum with intentional focus on teaching the writing process. Consider the “RACE” strategy (Restate the question, Answer the question, Cite the source, Explain), CER (Claim, Evidence, Reasoning) and various graphic organizers and sentence stems. Discussion — Require students to frequently engage in discussion about the content. Provide a prompt, set a timer, and determine partners/groups. Try partnering structures like: Think-Pair-Share, Socratic Seminar, Give One/Get One, Write Pair-Share, and Notice/Wonder responses

Do you know a student who struggles to keep up in class, needs extra time to respond, or has difficulty completing tasks efficiently? Processing speed challenges can impact reading, writing, math, and even social interactions. Here are some strategies to help: ✅ Reduce Time Pressure – Allow extra time for tasks, tests, and responses to reduce anxiety and frustration. ✅ Break Tasks into Steps – Chunk information into manageable parts and provide clear, sequential instructions. ✅ Use Visual Supports – Graphic organizers, color coding, and step-by-step checklists help students organize their thoughts. ✅ Provide a Model – Show examples of completed work to help students understand expectations. ✅ Limit Distractions – A quiet, clutter-free workspace can help students focus and process information more efficiently. ✅ Encourage Verbal Processing – Let students talk through their ideas before writing to improve clarity and confidence. ✅ Incorporate Multisensory Techniques – Engaging multiple senses (like saying, tracing, and writing a word) can enhance learning and recall. ✅ Celebrate Progress – Acknowledge small successes to build confidence and motivation! 🌟 Every student processes information at their own pace—supporting them with patience and the right strategies can make all the difference! #SlowProcessing #EducationSupport #LearningStrategies #EveryLearnerCounts

1. Refocus the Energy Then (2016): Redirect a student’s attention by engaging them in a task. Now: Invite the student into purpose. Example: Instead of: “Stop tapping the desk!” Try: “Can you help pass out the journals?” Or: “Let’s see who can get their materials out and ready the fastest—you lead.” Why it works: Children don’t always need a correction. Sometimes, they need a mission. 2. Give Students a Break Then: Offer short mental or physical breaks to reset focus. Now: Normalize breaks as brain regulation. Example: “You’ve been working hard—take two minutes at the calm table.” Or for younger kids: “Let’s visit the breathing corner.” Pro tip: Let breaks be chosen—not assigned as punishment. Empowerment changes everything. 3. Use Non-Verbal Cues Then: Use eye contact, gestures, or signals. Now: Make cues a shared language. Example: Tap the desk twice = Eyes on me. Hand on heart = Remember our classroom promise. Current child need: Visual learners, neurodivergent students, and anxious learners benefit from predictable, non-verbal systems. 4. Address the Disruption Quickly and Quietly Then: Handle problems without embarrassing the student. Now: Preserve dignity as a sacred practice. Example: Walk over. Whisper: “Can we talk for a second after the activity?” Avoid: Correcting in front of peers or making it a “teachable moment” at the student’s expense. Today’s child: They are emotionally aware. They remember how you made them feel. 5. Offer Kinesthetic Movement Options Then: Allow students to move or stretch to release energy. Now: Build movement into daily structure. Example: “Would you like to stand and work today?” “We’re going to learn this vocabulary while clapping it out!” Brain breaks every 20–30 minutes. Why it works: Movement builds memory. Motion strengthens focus. Stillness isn't always engagement. 6. Give Anonymous Reminders Then: Remind the class without calling out specific students. Now: Use inclusive language that invites reflection. Example: “I notice some folks need a reminder about voice levels.” “Let’s all check ourselves—are we focused or distracted?” New suggestion: Use self-assessment cues: thumbs-up, sideways, or down behind the back to check in. Keeps ownership with the student. ✨ Final Thoughts This generation is different. They’re more sensitive, more aware, more expressive. Disruption isn’t always defiance. Sometimes it’s a cry for connection, a need for movement, a test of trust. As leaders, we don’t just teach reading. We set the conditions where children can think, feel, and thrive. This summer, reflect deeply. What are you willing to change so children don’t have to be changed to survive your classroom? #LavertLines™ #TeachTheBrain #DisciplineWithDignity