Diversity

**Diversity** **· SWD:** Students will disabilities will be grouped together and work with the collaborative teacher. The collaborative teacher will prompt them with questions and guide them through answering in them. The collaborative teacher will assist students with disabilities while working on their project. He/she will monitor progress and give them check points to make sure they reach their goal. Also, the students working with the collaborative teacher will have extended time to complete the project if needed. They may work on the project during morning tutoring and connection classes.

**· ELL:** The group placement of ELL students depends on the English skills of the student. ELL students with little to no English skills will be working with the collaborative teacher. ELL students who can moderately communicate and comprehend English will be in a regular group. The expectations of the journal reflections will be lower than fluent English speakers. The ELL student is expected to write a small reflection, but he/she may also verbally communicate thoughts with the teacher instead of being required to write it all. The ELL student will have extended time as needed. · **Learning Styles**: Students will utilize their learning style. Each section has a written, verbal, and kinesthetic component. The students are working in a group and each group will have different strengths and weaknesses. The students will collaborate and help each other with sections that are troublesome to one student and easy to another. The groups are designed to have a variety of learning styles so each person can contribute to the final product. · **Multiple Intelligences:** Similar to learning styles, there will be various students in each group that meet different aspects of the multiple intelligences. The final presentation can be geared towards the multiple intelligences. Each student can utilize their strengths when contributing to the project. For example, if one student is artistic, he/she can help in the design scheme of the final product.

**· No technology**: Students who do not have access to technology at home will be allowed to work on their project during homeroom. The facilitator will have access to the grade level lap tops; and any student needing to work on the computer or internet may come during homeroom. If there is an issue with arriving to school late, then the student may come to work during connection classes or lunch. This should provide enough time for students needing access to technology. · **Gifted Students:** Gifted students will be held to a higher standard on their writing skills demonstrated in the journal reflections. Also, gifted students will be required to complete the extension activity; for all other students, the extension will be optional. **· Cultural Difference:** Students will be encouraged to work together and embrace culture differences whenever possible in the project. Students are expected to explain their reasoning for decision made when all do not agree. The project should reflect each individual person.