Flexible and Inclusive Teaching Frameworks for Neurodiverse Learners: Insights from Samuel L. Gittens Jr.

PREAMBLE:

There are many Literary elements within COMICS and with their entertainment value, boys will have a read or watch and if used in the teaching-learning process students can be brought closer to an appreciation of language acquisition and use.

ALLITERATION: Peter Parker, Clark Kent, Lois Layne, Harry Hamblin, Lex Luther, John Jonah Jameson, John Jones, Silver Surfer, Bruce Banner, Wonder Woman, Green Goblin and Blue Beetle.

METAPHOR: The Flash, Storm, Cyclops, Wolverine, Hulk, Batman, Spiderman, Antman

PUN: Asterix, Obelix, Getafix, Vitalstatistix and Dogmatix

Culturally Specific Teaching Strategies for Effective Classrooms by Researcher Samuel L. Gittens Jr.

Education systems across the world are increasingly recognizing the need for culturally specific, inclusive teaching strategies that address the diverse needs of students. Researcher Samuel L. Gittens Jr., associated with Levere's Legacy Innovation Hub, has pioneered several educational frameworks aimed at promoting flexibility, inclusivity, and engagement in the classroom. Among these strategies are the "Morph-Period" and "Morph-Plan," which challenge conventional lesson structures, the REWRITE Literacy Program that uses literacy to address at-risk behaviors, and COMLITERICKS, a program designed to engage boys in reading through animation and character development.

This article explores how these culturally responsive teaching strategies are designed to create effective classrooms for neurodiverse learners, students from marginalized communities, and those with exceptional learning needs. These programs not only address local educational challenges but also have potential for international application, offering tools that foster equitable learning environments.

Stage 1: The Morph-Period and Morph-Plan – Rethinking Time and Learning

The Morph-Period and Morph-Plan teaching strategies, introduced by Samuel Gittens, aim to create more inclusive learning spaces by rethinking the traditional time-constrained lesson plan. These strategies are based on the understanding that students, particularly those who are neurodiverse or face exceptional learning challenges, often do not progress at the same rate as their peers. By offering a more flexible approach to learning, the Morph-Period and Morph-Plan emphasize student development over rigid schedules, allowing for a more personalized and effective educational experience.

1.1 The Morph-Period: Breaking Free from Time Constraints

The Morph-Period represents a shift from fixed lesson times to a more fluid learning schedule, where students are given the time they need to fully grasp concepts and achieve learning goals. This flexible time frame is particularly beneficial for students affected by interruptions in their learning, such as the disruptions caused by the COVID-19 pandemic. By removing the pressure of time, the Morph-Period ensures that no student is left behind due to external circumstances or individual learning differences.

1.2 The Morph-Plan: A Fluid Approach to Lesson Objectives

In tandem with the Morph-Period, the Morph-Plan offers a flexible structure for lesson objectives. Unlike traditional lesson plans that focus on completing specific tasks within a set period, the Morph-Plan allows for objectives to evolve based on the student’s rate of achievement. This is especially critical for students with exceptional learning abilities or neurodiverse students, as it ensures that their learning pace is honored and supported. By adapting to the individual progress of students, the Morph-Plan fosters an inclusive environment where every learner's needs are met.

1.3 Global and Cultural Relevance

The Morph-Period and Morph-Plan strategies can be adapted to various educational systems worldwide, particularly in culturally diverse or under-resourced classrooms. These flexible models can address the educational needs of students in countries where rigid educational structures often leave many students behind. Moreover, these approaches support the integration of culturally relevant content into lesson plans, ensuring that students from all backgrounds feel represented and supported in their learning journey.

Stage 2: The REWRITE Literacy Program – Addressing Behavior Through Literacy

The REWRITE Literacy Program, developed by Gittens, seeks to address "at-risk" behaviors among students through literacy interventions. This innovative program draws upon the principles of Dialectical Behavior Therapy (DBT), using reading and writing activities to help students manage emotions and reframe negative thought patterns. By promoting self-reflection and emotional regulation through literacy, the REWRITE program fosters positive behavioral changes that can lead to improved academic performance and personal development.

2.1 Literacy as a Tool for Behavior Modification

Literacy is a critical skill that not only affects academic achievement but also influences a student’s behavior and self-perception. The REWRITE program leverages this by using reading and writing exercises to help students articulate their thoughts and emotions, fostering greater self-awareness and emotional control. For example, students might engage in reflective journaling activities, where they explore their reactions to stressful situations and develop strategies for coping with similar challenges in the future.

2.2 Cultural Adaptability

Given its focus on literacy, the REWRITE program is highly adaptable to different cultural contexts. Literacy activities can be tailored to reflect the experiences, histories, and cultural narratives of students, making the program relevant in diverse international settings. For example, in regions where students face high levels of social and economic marginalization, the program can provide a safe space for students to express their emotions and develop the resilience needed to navigate their environment.

Stage 3: COMLITERICKS – Engaging Boys in Reading Through Animation

COMLITERICKS, another educational innovation by Samuel Gittens, addresses one of the most persistent challenges in education—engaging boys in literacy. Boys often lag behind girls in reading proficiency, a gap that has significant implications for their academic and social development. COMLITERICKS uses animation and character development to make reading more appealing to boys, harnessing their natural interest in visual storytelling and dynamic narratives.

3.1 Animation as an Educational Medium

Animation is a powerful tool for capturing the attention of boys, who are often more visually oriented in their learning preferences. COMLITERICKS incorporates animated stories and characters into literacy lessons, making reading not only more enjoyable but also more relatable. Boys are invited to analyze characters, explore plot developments, and engage with the narrative in ways that stimulate their imagination and critical thinking skills.

The interactive nature of animation enables students to connect with the material on a deeper level. Through animated stories, boys can better understand character motivations, conflicts, and resolutions, fostering both comprehension and empathy. This approach also helps them engage with the mechanics of storytelling, which is an essential component of literacy. As students dissect the storylines, they are also developing the skills necessary to understand literary devices such as plot structure, character development, and thematic elements.

3.2 Character Creation and Higher-Order Thinking

COMLITERICKS goes beyond just presenting animated content—it actively involves students in the creation and analysis of characters and stories. By encouraging boys to create their own characters or deconstruct existing ones, the program taps into higher-order thinking skills, such as synthesis, evaluation, and creativity. Students explore the motivations, traits, and arcs of characters, gaining a deeper understanding of narrative development and character psychology.

This process of character creation and analysis not only enhances literacy but also helps students develop critical thinking and problem-solving skills. For example, students may be asked to rewrite the ending of a story or imagine a different resolution to a conflict, pushing them to think creatively and apply their understanding of narrative structure.

3.3 Engaging Boys in Global Contexts

COMLITERICKS has tremendous potential for application in international classrooms, particularly in cultures where boys are often disengaged from formal education. The use of animation, a universal medium, bridges cultural and linguistic divides, making the program accessible to students from various backgrounds. In many cultures, boys are often discouraged from expressing emotions or engaging in traditionally "feminine" activities like reading. COMLITERICKS breaks down these barriers by presenting literacy in a format that is dynamic, interactive, and culturally neutral, making it easier for boys to engage.

In regions where literacy rates among boys are particularly low, COMLITERICKS offers a creative, student-centered approach to improving reading skills. This strategy can be adapted to include culturally relevant stories, themes, and characters, further enhancing its applicability across different international settings. By aligning the content with students' cultural experiences, COMLITERICKS fosters a sense of connection to the material, which in turn increases motivation and engagement.

NUTS and BOLTS

The teaching strategies introduced by Samuel L. Gittens Jr.—the Morph-Period, Morph-Plan, REWRITE Literacy Program, and COMLITERICKS—represent innovative approaches to creating more inclusive, effective classrooms. These strategies challenge traditional educational models by prioritizing flexibility, emotional well-being, and student engagement. Whether addressing the needs of neurodiverse learners, at-risk students, or boys struggling with literacy, these programs offer practical solutions that can be adapted to various cultural and international contexts.

As education systems continue to evolve, the adoption of culturally specific teaching strategies like these will be crucial in fostering equity, inclusivity, and academic success. By emphasizing the individual needs of students and creating dynamic, adaptable learning environments, these strategies provide a blueprint for the future of education—one where every student, regardless of background or ability, can thrive.

For more of these strategies such as SCRIBE DE IMAGINABUS, and SCRIBERE MUSICA have a conversation with us at Levere's Legacy