Standard 02: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
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Learning Works After School
Learning Works After School
In a multi-ages, multi-language, and multi-culture classroom, each student received individual attention and were able to express their unique ideas all while working on the same assignments.
Learners feel valued when there's a sincere effort and care in understanding what they they are expressing. And appreciate that what they are saying comes form not only from being an individual, but also from different culture.
IMG_4355.MOVFor the art show, we understood that these children do not always have the luxury to see an art show, even if it is one they are starring in. I made sure the students knew that we did our best to make the show as accessible as possible for to them and their families. (2H)
Rosalie (right), would often be completely defeated and completely shut down if there was any negative wording was directed at her. Even the lightest "try it this way..." would have her leave the room. Spending time with her friend, Alice (left), who was much more easy going an open to correction, I could exaggerate what I was instructing towards Alice and Rosalie would ease drop (2B) thus learning the lesson on her terms.
I delegated Paige to be the first docent. She was one of the older kids in the class, and often played too cool for school. But I also knew she prided herself as being a good artist, and rightly so. She is. She would also drop in "arty" vocabulary in an attempt to be taken more seriously as an older artist. I wanted to exploit that talent, self worth, and have her set the standard to be a representative of her class and the art show (2G). It was a good call. She rocked it!
Our lessons were multi-day lessons. This allowed for learners’ to accrue prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings. (2C)
The Indicators
The Indicators
A teacher…
2A. Designs, adapts, and delivers instruction to address each student's diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
2 B. Makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands,
communication, assessment, and response modes) for individual students with particular learning differences or needs.
2C. Designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
2D. Brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
2E. Incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
2F. Accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.
2.1.2. Essential Knowledge – Indicators:
A teacher…
2G. Understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each student’s strengths to promote growth.
2H. Understands students’ exceptional learning needs (both disabilities and giftedness) and knows how to use strategies and resources to serve these needs.
2I. Knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
2J. Understands that learners bring assets for learning based on their individual experiences, abilities, talents, and prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
2K. Knows how to access information about the values and norms of diverse cultures and communities and how to incorporate students’ experiences, cultures, and community resources into instruction.
2.1.2. Critical Dispositions – Indicators:
A teacher…
2I. Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
2M. Respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
2N .Makes learners feel valued and helps them learn to value each other.
2O. Values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
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