Teaching Diverse Students

Artifact Description: This paper was written for EDUC 225: Foundations of Teaching Bilingual/ESL Students, a course at Trinity Christian College. The paper explains my experience as a "culture and language boundary crosser" and how it has influenced my teaching philosophy. It discusses various language acquisition theories and teaching methods used in Bilingual/ESL education, highlighting the importance of cognitive and social approaches.

IPTS Connection: This paper demonstrates that I "understand the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum" (1A) and can "stimulate prior knowledge and link new ideas to already familiar ideas and experiences" (1I). The paper reflects this connection through the discussion of different teaching approaches that consider ELL students' preexisting knowledge and the importance of connecting new information with their prior experiences. It also emphasizes utilizing cognitive approaches like the Interaction Hypothesis and Input (Comprehensible) Hypothesis, indicating how teachers can scaffold learning by gradually building on students' existing skills and knowledge.

What I Learned: Through this paper, I learned the value of understanding and applying multiple teaching theories in Bilingual/ESL education. I learned about the cognitive and social processes involved in language learning and the significance of creating a classroom environment that embraces cultural and linguistic diversity. This reflection helped me appreciate the importance of personalizing teaching methods to align with students' individual needs and backgrounds. Additionally, I learned how essential it is to facilitate meaningful interactions among students and provide them with opportunities to engage and socialize, enabling them to develop language proficiency and a sense of belonging in the learning community.

Artifact Description: This paper was written for SPED 216: Introduction to Exceptional Children, a course at Trinity Christian College. This paper explains teaching strategies that I can use in the classroom to accommodate students with Communication Disorders. In addition, the paper explains the necessary requirements I would need to follow to help students with Communication Disorders. 

IPTS Connection: This paper shows that I am aware of "the impact of cognitive disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as IDEA)" (1D), and it shows that I am able to "analyze and use student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement" (1H). This paper shows evidence of such through how Communication Disorders can affect a student's ability to learn in a classroom setting. It allowed me to learn about different accommodations and modifications to follow with students who have a Communication Disorder. 

What I Learned: Through this paper, I learned more about how to accommodate students who suffer from Communication Disorders. As a teacher, I need to be aware of my diverse and unique students and their needs. It is my job, as their teacher, to be able to adjust my lessons and provide proper accommodations and modifications as required by the student's IEP/504 plan. 

Artifact Description: This paper was written for EDUC 380: Diverse and Learner-Ready Teaching, a course at Trinity Christian College. It is a contextual factors paper written about Lincoln-Way East High School. The paper describes the attributes of the community, the students, and the school itself that may affect the process of teaching and learning. 

IPTS Connection: This paper shows that I am aware of "the spectrum of student diversity" (1A) at Lincoln-Way East High School. In addition, it shows that I am able to "analyze and use student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement " (1H), and it shows that I am able to "facilitate a learning community in which individual differences are respected" (1K). This paper shows evidence of such through the use of the IRC- Illinois Report Card. It allowed me to understand students' backgrounds with my observation of the school and student interaction at Lincoln-Way East High School. 

What I Learned: Through this paper, I learned about the different backgrounds of students who attend Lincon-Way East. As an educator, knowing my students' backgrounds is essential because it will further help me anticipate students' needs and resources available based on these attributes. Furthermore, I can plan lessons that contribute to student growth, development, and success.  

Artifact Description: This paper was written for EDUC 205: Teaching, Learning, and Schooling, a course at Trinity Christian College. It examines how societal views and attitudes influence educators and schools, specifically focusing on the impact of dominant societal narratives on English Language Learners (ELLs). The paper addresses how educators, administrators, and parents can internalize these attitudes, leading to negative perceptions and discriminatory practices toward ELL students, which can significantly affect their academic and social experiences.

IPTS Connection: This paper demonstrates that I am able to "understand how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community" (1C). This is evidenced by the exploration of societal influences on educators and their impact on ELLs, illustrating how societal bias can shape teaching practices, school policies, and educational outcomes for language-minority students.

What I Learned: Through this paper, I learned that educators play a critical role in shaping the educational experience of ELL students. By understanding the societal views that contribute to negative attitudes, I learned of the importance of promoting inclusive practices that value diversity and combat stereotypes. Researching and writing this paper helped me recognize the necessity of confronting deficit-based thinking and emphasizing the unique strengths and backgrounds of ELLs to create a more supportive and equitable learning environment.