Standard #2
Learner Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
What this Standard Means?
Classrooms are diverse in nature, composed of students with various cultures, backgrounds, and abilities. Regardless of these differences, it is crucial that the teacher creates a classroom that is inclusive and least restrictive. To do so, the teacher must be aware of students' learning preferences, multiple intelligences, and exceptional needs. This understanding contributes to a teacher's ability to create an environment, lessons, and activities that align with students' needs, whether that be an outline of the daily schedule or an artistic demonstration of a concept.
Artifacts
What this Standard Means?
Classrooms are diverse in nature, composed of students with various cultures, backgrounds, and abilities. Regardless of these differences, it is crucial that the teacher creates a classroom that is inclusive and least restrictive. To do so, the teacher must be aware of students' learning preferences, multiple intelligences, and exceptional needs. This understanding contributes to a teacher's ability to create an environment, lessons, and activities that align with students' needs, whether that be an outline of the daily schedule or an artistic demonstration of a concept.
Artifacts
Artifact 1:
The daily schedule outlines the upcoming activities for the student.
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The daily schedule sits next to the student's desk with a marker to cross off completed tasks.
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A social story for the student to review at the beginning of the day.
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A few of the fidget toys accessible to the student throughout the day.
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Artifact 2:
Why the artifact was chosen and how it is an appropriate representation of the standard?
The first artifact includes images of the supports put in place to accommodate a transfer student with Asperger's, ODD, and ADHD. These supports were put in place with the collaboration of myself, my cooperating teacher, and the Instructional Coach. We met weekly to discuss the various resources and supports we could implement into the classroom to help meet this student's needs. and ultimately advance his learning. We agreed it would be beneficial to make a daily schedule available for him to reference because sudden changes and transitions are difficult for him. This support allows him to cross off the daily activities that are already completed and prepares him for upcoming activities. In addition, we included a social story about following instructions at school, which is reviewed every morning as a reminder of the behavior expectations at school. Furthermore, we made fidget objects accessible to him in the classroom as a way to stimulate his senses in a non-disruptive manner. It is an attempt to extend his interaction with learning by keeping him focused on the core instruction, instead of seeking out other sources or actions to simulate his senses. So far these supports have been effective, as I have seen an improvement in the student's performance. This improvement displays the benefits of seeking out and implementing supports for students' with learning needs.
Implementing supports for a student with multiple diagnoses aligns with substandard 2(h), "The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs," and 2(f), "The teacher accesses resources, supports, and specialized assistance and services to meet particular learning needs." It demonstrates that I am equipped with the necessary skills to identify, access, and implement resources and supports into the classroom to accommodate students' differences.
The second artifact is a combination of two different assignments that the students completed, which were designed as a product of my observations. During the beginning weeks of my student teaching placement, I noticed that many of my students, especially those that are below-level readers, enjoy and excel at producing artwork. Art is both a interest and a strength of many of the students in my classroom- so much so that it is challenging to get them to stop drawing or coloring when it is time to move on to another activity. For this reason, I created opportunities for students to use their art strength and intelligence to demonstrate their understanding of the research they conducted about George Washington and Rosa Parks. Through this demonstration students were able to portray what they learned in their research using pictures and words. The students' excitement and engagement in this activity further embedded the importance of drawing upon students' strengths and interests in lessons and assignments..
This artifact displays my ability of incorporate disposition 2(m), "The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests," into my classroom. This disposition is essential to a classroom because it shows a teacher's dedication to creating an inclusive environment where diversity is respected and celebrated.
How the artifact represents growth and development as a teacher.
Implementing the supports was an empowering experience for me as a future educator because I now have access to a variety of resources that I can utilize to create optimal learning environments for students. The student's positive response to the supports further embedded the importance of providing an optimal learning environment for every student, regardless of ability or diagnoses. In addition, I experienced the value of collaborating with other educators to create the best learning environment. By working together, we were able to start building a safe and positive learning climate for the student. This shows the importance of using strategies to design learning experiences and environments that help students focus on instruction. Furthermore, I learned the importance of designing assignments based on students' strengths and interests because it not only engages the students, but presents them with the opportunity to create their best product.
The first artifact includes images of the supports put in place to accommodate a transfer student with Asperger's, ODD, and ADHD. These supports were put in place with the collaboration of myself, my cooperating teacher, and the Instructional Coach. We met weekly to discuss the various resources and supports we could implement into the classroom to help meet this student's needs. and ultimately advance his learning. We agreed it would be beneficial to make a daily schedule available for him to reference because sudden changes and transitions are difficult for him. This support allows him to cross off the daily activities that are already completed and prepares him for upcoming activities. In addition, we included a social story about following instructions at school, which is reviewed every morning as a reminder of the behavior expectations at school. Furthermore, we made fidget objects accessible to him in the classroom as a way to stimulate his senses in a non-disruptive manner. It is an attempt to extend his interaction with learning by keeping him focused on the core instruction, instead of seeking out other sources or actions to simulate his senses. So far these supports have been effective, as I have seen an improvement in the student's performance. This improvement displays the benefits of seeking out and implementing supports for students' with learning needs.
Implementing supports for a student with multiple diagnoses aligns with substandard 2(h), "The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs," and 2(f), "The teacher accesses resources, supports, and specialized assistance and services to meet particular learning needs." It demonstrates that I am equipped with the necessary skills to identify, access, and implement resources and supports into the classroom to accommodate students' differences.
The second artifact is a combination of two different assignments that the students completed, which were designed as a product of my observations. During the beginning weeks of my student teaching placement, I noticed that many of my students, especially those that are below-level readers, enjoy and excel at producing artwork. Art is both a interest and a strength of many of the students in my classroom- so much so that it is challenging to get them to stop drawing or coloring when it is time to move on to another activity. For this reason, I created opportunities for students to use their art strength and intelligence to demonstrate their understanding of the research they conducted about George Washington and Rosa Parks. Through this demonstration students were able to portray what they learned in their research using pictures and words. The students' excitement and engagement in this activity further embedded the importance of drawing upon students' strengths and interests in lessons and assignments..
This artifact displays my ability of incorporate disposition 2(m), "The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests," into my classroom. This disposition is essential to a classroom because it shows a teacher's dedication to creating an inclusive environment where diversity is respected and celebrated.
How the artifact represents growth and development as a teacher.
Implementing the supports was an empowering experience for me as a future educator because I now have access to a variety of resources that I can utilize to create optimal learning environments for students. The student's positive response to the supports further embedded the importance of providing an optimal learning environment for every student, regardless of ability or diagnoses. In addition, I experienced the value of collaborating with other educators to create the best learning environment. By working together, we were able to start building a safe and positive learning climate for the student. This shows the importance of using strategies to design learning experiences and environments that help students focus on instruction. Furthermore, I learned the importance of designing assignments based on students' strengths and interests because it not only engages the students, but presents them with the opportunity to create their best product.