Standard 3- Planning for Differentiated Instruction: The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Social Studies Methods Artifact- Cultural Unit
Rationale-
Collaborating with colleagues offers ample learning experience that increases one's curriculum development process. Working as a team promotes positive, frequent communication that will ultimately benefit the classroom. By providing each member a specified lesson, the team will develop and execute a well-rounded unit that is enriched with culture, theories, assessments and student development. Collaborating as a team called for direct communication in order for effective plans for differentiated instruction.
Standard Connection-
3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction;
3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction.
Self-Evaluation-
This instruction has offered me great insight for the importance of effective communication while collaborating as a team. Having several colleagues working on a unit allowed us to develop relevant instructional content to benefit the learner's educational experience. I felt an adequate amount of importance during this project. Taking courses in the Adult Studies program meant that all of my colleagues had busy, working schedules of their own. This assignment helped me understand and appreciate the importance of effective communication and time-management. Moving forward, I would schedule meetings up to a week in advance and would better utilize technology resources such as Zoom or Google Hangouts.
Social Studies Methods Artifact- Jazz on a Saturday Night
Rationale-
Understanding the varying degrees of cultural, linguistic, cognitive, physical, social & emotional differences will ensure success for diverse learner. Incorporating diverse aspects of curriculum that align with state standards will offer the learner a stronger connection to the material. Building off student's prior knowledge of their culture will saturate the learning environment with positive structure that will benefit the entire classroom. Considering the needs of each student will build critical rapport between the educator and learner. This promotes a level of respect that is shared between all of those involved.
Standard Connection-
3C) understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction;
Self-Evaluation-
Teaching differentiated instruction can be a different transition than we are used to. We are teaching curriculum that we may not personally relate to, to learners who can relate first-hand. When instructing, I found myself standing-off a bit because I felt that I may deliver the instruction in an insensitive way. This is a prime example of doing something you are uncomfortable with because it is allowing us to grow. Exposing myself to other cultures will promote confidence in my instructional delivery. In the future, I feel it is important to inform the learners that you, yourself are always learning. It is critical to ask questions in unfamiliar situations. Most of the instruction I was given growing up was based around white culture. I do not recall reading many books that focused or taught diverse learning. Classrooms are filled with learners from all backgrounds, in order to build good rapport we have to embrace their diverse backgrounds.