Standard 1 - Teaching Diverse students

Rationale-  This artifact is Pear Deck presentation slide that I created for my sixth grade direct instruction class. I was teaching the students about plot and chose this tool for my lesson. This artifact shows understanding of Standard 1- Teaching Diverse students because Pear Deck provides various ways to present information and allows for interactive learning activities that cater to different learning styles. Pear Deck allows for real-time interaction with students during presentations, which can encourage students to participate in class discussions and ask questions. This is particularly important for diverse learners who may be hesitant to participate in class. Pear Deck provides tools to monitor student progress and adjust instruction accordingly. 

For example, you can see how students are responding to questions and adjust your teaching style or lesson plan to ensure that all students are learning effectively. Pear Deck allows for interactive and engaging activities that can appeal to diverse learners. You can also use multimedia elements such as images, videos, and audio to make your presentation more interesting and engaging. Pear Deck allows students to provide anonymous feedback during presentations, which can help you improve your teaching strategies and make adjustments to better meet the needs of diverse learners. 

Overall, Pear Deck can be a powerful tool for supporting diverse learners in the classroom by providing engaging, interactive, and flexible teaching methods that cater to various learning styles and encourage participation and feedback. During the lesson, I was able to see where each individual student was at and if I needed to apply scaffolding techniques that benefits diverse learners. 

Rationale- This artifact follows the Standard 1 of teaching diverse students which requires teachers to understand and create learning environments that are inclusive and responsive to the diverse needs of all students. Math stations can be an effective artifact for achieving this standard because they provide a flexible and differentiated approach to teaching math that can be tailored to meet the needs of all students. Math stations involve setting up different stations or centers in the classroom, each with a different math activity or task. Students rotate through these stations in small groups, working independently or collaboratively to complete the tasks at their own pace. 

This approach allows teachers to differentiate instruction based on students' abilities, interests, and learning styles. In addition, math stations promote collaboration and communication among students, which can help to build a sense of community in the classroom. Students can work together to solve problems and share their thinking with others, which can enhance their understanding of the material and develop their social-emotional skills.

Overall, math stations can be an effective tool for achieving Standard 1 of teaching diverse students by creating a learning environment that is inclusive, responsive, and tailored to the needs of all students. I used math stations in the sixth grade direct instruction class and found that it was effective for teaching diverse students. Math stations are ideal because they allow more one on one time with the students and you are able to adjust your teaching style for different learning styles.