Kirsten Hart's Teaching Practicum e-Portfolio

Meeting Diverse Needs

To demonstrate exemplary adaptations to diverse needs a teacher candidate must "use a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations".

When considering diverse needs, a teacher needs to think about the diversity of backgrounds as well as the diversity in learning abilities and styles in the classroom. Teachers should adapt to the learning preferences and styles of their students. To do this, teachers should be able to recognize the diversity in their own classroom, including individual differences (cognitive styles, learning preferences, personality, ability) and group differences (culture, ethnicity, race, language, socioeconomic status, gender, ability). Once the diversity in the classroom is recognized, the teacher should adapt their lessons to accommodate as many students as possible.

Learning Abilities and Styles

Every student in the classroom has their own individual learning preferences in relation to cognitive style, personality, and ability. It is critical that the teacher understands all of their students and their needs so that each student is given equal opportunity to succeed in the classroom.

For special education students, teaching these students in small, interactive groups is helpful. These small groups lead to increased achievement for students with learning disabilities because students are addressed with more one-on-one attention which is a more effective learning environment for them.
For introverted students, teaching these students in a more traditional lecture style or a self-driven exploration style may be more beneficial to them than groupwork. Although it is important that students get time to collaborate and work in groups, introverted students like to work by themselves, so they should get the chance to do so.
For English language learners (ELLs), teaching these students with modified materials is beneficial. It is the job of the teacher to try to relieve the language barrier as much as possible. It is the class material that is important in an assessment, not the English grammar of their sentences. Pairing ELLs with a peer role model is also very beneficial to their learning. When they work with a peer, the pressure of the language barrier is much less and they are able to focus more on the class material at hand.

Teachers should adapt their lessons to students’ learning preferences because this will allow students to be more productive and have a better educational experience.

Diverse Backgrounds

Teachers must address the cultural implicit biases that they bring to the classroom. Every student should have equitable expectations; although some students depending on their learning styles, needs, interests, and levels of readiness may need accommodations and modifications, the same learning goals should be set for all students. More specifically, regarding the multicultural environment of the classroom, teachers must reach out to students in ways that are multiculturally and linguistically appropriate. In the case of English language learners, building a relationship with these students is very important because it can provide emotional scaffolding which is helpful for relieving the linguistic and cultural divide. When preparing lessons through a multicultural lens, one of the easiest ways to keep other cultures engaged is to include examples of events from their culture. For example, if students were learning about types of natural disasters, examples of natural disasters should not come only from the United States, but also from the countries of origin of the students in the classroom as well.

For students of a minority, teachers should implement a system to call on students randomly. Everyone has unconscious bias towards certain groups of students, so by implementing a system to select students, say a popsicle stick system, there will be less bias in the classroom.
For students from a low socio-economic background, they may not have time to stay afterschool or do their homework when they get home, so teachers should include time during class and school hours for one-on-one tutoring and mentoring. Students of low SES may need more resources for success, so teachers need to make sure students are aware that they are available for extra help.

Meeting Diverse Needs in my Classroom

English Language Learners

During my time at Auburn Middle School, I taught two ELLs. Both of these students take the modified assessments that students on 504s and IEPs take. To further accomodate these students, I scaffolded my instruction to assist their learning. This was a challenge at first because it was difficult to gauge how much English they knew, and how much they were just trying to get me to get them the answer. After getting to know these two students, I now know their strengths and weaknesses, so it is easier to identify where they actually need help. They may not know how to word something, so I assist them with that, I also reenforce the fact that the content knowledge is what I'm looking for, not necessarily correct grammar. Both of these students are very comfortable with asking me questions, and I check-in with them often during classtime.

504s and IEPs

Throughout my five classes, I have nine students with 504 plans and six with an IEP. These students all recieve modified assessments and some of them also recieve modified assignments. The modifications that I make to assessments and assignments still test the same exact standards and material, they are just less I also pair these students with peer role models during group projects which helps them stay on task and develop a better understanding of the task at hand. Depending on their plan, I also give some of them preferential seating and do frequent check-ins with them during classtime.

Special Education Students

In one of my classes, I have three students who join my class from the resource room. These students enjoy my class so much. I modify materials for them and they don't get a grade in my class, so they don't take quizzes or tests. They love to complete the online science experiments that the other students do called Gizmos. I also make sure to include them in group projects; depending on the project they are completing, I assist them with completing it, or I let them join another group. The students in their class are very good at including them in all activities.

Addressing Diverse Learners

During all activities I do my best to address diverse learners in the classroom. I try to ensure that two or more multiple intelligences are addressed. One activity that my students really enjoyed was their Future of Transportation activity.

Here's the activity description:

It is now the year 2050 and petroleum-based fuels (gas, diesel, and jet fuel) are scarce and expensive. It is up to you to figure out what the transportation of the future is going to be.

For this activity, you have a choice. You can either

Option 1: Create a vision for a transportation system of the future or,

Option 2: Design a concept of a new vehicle of the future

For Option 1: follow these guidelines to create a vision of your future transportation system:

Write or draw a representation of what this future looks like.
Include the mode(s) of transportation people are using to travel.
Include the fuel or source of power. Consider options in wind, solar, magnetic, pedal-powered, or create a new source of power that has yet to be invented.
Include any rules related to transportation (e.g., no idling, speed limit).
Include a representation of infrastructure that would be needed for these sources of transportation (e.g., roads, bridges, waterways)

For Option 2: make sure to include the following criteria in your concept vehicle.

Select one of the following modes of transportation: land, air, water, or space.
Select one of the following sources of power for your vehicle: wind, solar, magnetic, pedal-powered, hydrogen fuel cell, or create a new source of power that has yet to be invented.
Illustrate the following subsystems of your vehicle: structural, propulsion, guidance, suspension, and control subsystems.
Label all components of your vehicle so that it is clear to the viewer what each part is.
Optional: Name your vehicle, develop a company logo, come up with a slogan

Here are some of the products that students turned in:

Example of Option 1: Example of Option 2:

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