Learner Development & Differences
Intern:
- adapts to the curriculum to elicit and connect to students' experiences, interests, strengths, and needs
- adjusts instruction to build on students' experiences, interests, strengths, and needs.
- implements strategies to provide access to instruction for linguistically diverse groups of students.
- applies interventions, modifications, and accommodations based on IEPs, 504s and other legal requirements, seeking advice and support from specialized support staff and families
Abstract: No two students are the same and because of that, no two lessons should be the same. As a teacher, I hope to address varying learner developments and difference in the classroom. Below, I have listed 4 artifacts that I either wrote or implemented in my classroom. In TE 801, I was able to look at one student specifically and after collecting data and observing the student, I could make the necessary changes to create a positive classroom experience for them. After observing this student, I used case reasoning skills to evaluate their learning and provide alternatives to promote a successful classroom environment.
Each student needs to be heard within the classroom. I have a teaching stance of continually creating a safe classroom community, and because of this, I was able to show the TedTalk, Danger of a Single Story. Listening to how the "other" is described and how we all share different biases and stereotypes about one another, demonstrated to the students how to successfully create a cohesive classroom environment despite our differences.
Before reading Romeo and Juliet, I created a individual survey for each student to answer regarding their thoughts over the Shakespearean unit. With this survey, I was able to create differentiated lessons that addressed all of the answers provided from the students. Also, with my TE-803 Instructional Repertoire Essay I addressed the varying discussion issues that arose in my class during the Romeo and Juliet unit plan. After reading the survey and attempting a classroom discussion, I was able to collect data and implement pre-discussion activities to assist the students in preparing for future discussions.
Each student needs to be heard within the classroom. I have a teaching stance of continually creating a safe classroom community, and because of this, I was able to show the TedTalk, Danger of a Single Story. Listening to how the "other" is described and how we all share different biases and stereotypes about one another, demonstrated to the students how to successfully create a cohesive classroom environment despite our differences.
Before reading Romeo and Juliet, I created a individual survey for each student to answer regarding their thoughts over the Shakespearean unit. With this survey, I was able to create differentiated lessons that addressed all of the answers provided from the students. Also, with my TE-803 Instructional Repertoire Essay I addressed the varying discussion issues that arose in my class during the Romeo and Juliet unit plan. After reading the survey and attempting a classroom discussion, I was able to collect data and implement pre-discussion activities to assist the students in preparing for future discussions.
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Artifact One: 801 Individual Student Case Study
With this detailed case study that I completed in my TE 801 class, I have described a student with a constant behavior issue. With the case reasoning aspect of this assignment, I was able to learn more about the student and their learning differences. By using a variety of different techniques, I was able to discuss the issues presented and correct them. |
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Artifact Two: The Danger of a Single Story TedTalk
I incorporated this TedTalk in a lesson when discussing "the other." As a class, students identified who the other was in many different texts we have previously read. I, used this to teach equality, diversity, and tolerance in the classroom. |
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Artifact Three: Romeo and Juliet pre-reading survey
Before my 9th graders began reading Romeo and Juliet, I asked all students to complete a short survey. By completing the survey, I could adjust my instruction to fit the needs and previous knowledge that my students had. The survey also worked as a way to prepare students for things that will be brought up in the upcoming unit. |
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Artifact Four: 803 Instructional Repertoire Essay
For my TE 803 course, I had to implement a new instructional strategy into my classroom. This document shows why I choose the strategy I did, what evidence I collected, and how the lesson went. I obtained student and colleague feedback to help in collecting data. |