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Standard 1 - Teaching Diverse students- The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Rationale:
The Strategies research paper, prepared me for a learning experience for myself. I learned when a teacher is educated on learning disabilities they have a positive impact on the entire class as a whole. There are many strategies, accommodations and modifications that can be done to support a child with a learning disability. The accommodations and modifications can range from minimal to complex ones depending on the child and teachers should understand that children learn at different rates and are not the same. A teacher can do a simple accommodation such as highlighting difficult words, giving a student extra time to finish school work, giving the child a one-on-one to assist the child, or exams in order to obtain a positive result. Another modification can be with a child who might have a hard time writing, the teacher can accommodate them by letting the students use a computer to replace pen and paper format. The student can have a note taker to them as well.
Standards:
As a teacher I will do my best to apply the standards and be an advocate for my students with disabilities as well as my class as a whole. I understand that it is important to have a full understanding of each child's background to provide the best educational learning experience for each student. With my knowledge and understanding, I will be prepared to do my best.
Personal Evaluation:
In this course, I researched on developmental delays with a focus on Down Syndrome. During my research and finding the information for the characteristics and causes paper, as well as the Strategies paper, I have learned how to properly teach children with Down Syndrome. I have learned how to prepare lesson plans with accommodations and modifications. I understand that Visuals and graphs are the best learning tools for these students as well as highlighted texts. I will always try to have a calm environment for my students. I will give each student positive feedback and use positive reinforcement. I will work with parents and other students to ensure the developmental growth of each student.
STANDARD 1 – Teaching Diverse Students
Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
STANDARD 2 – Content Area and Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
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.
STANDARD 4 – Learning Environment
The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
STANDARD 7 – Assessment
The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
STANDARD 9 – Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Rationale:
Using standard 1, I was able to understand the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. the goal for this assignment was that each student will read punctuation with expression.
The materials used were provided for each student that included four cards with four to five sentences on each card. I was able to read reach sentence to them using the correct expression and the students were able to echo read it back to me. We also read the sentences together as a group. Finally, the students were able to read them independlently.
In this lesson, I was given a small group. These students were struggling with using the proper punctuation at the end of sentences. I worked with the "Bulls" group during this activity. The students were to read each sentence with the correct emotion to match the punctuation mark provided. After working in the small group, the students were able to correctly read using the proper feelings to express each sentence.
Standard Connections:
1A) understands 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;
1B) understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities;
1G) understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.
1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;
1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences;
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs;
1K) facilitates a learning community in which individual differences are respected;
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