InTASC Standard 2: Learning Differences
“The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.”
Teachers step into the classroom unconsciously looking at life through their own biased lens. The Learning Differences standard reminds us that students have a greater chance to thrive in the classroom when they feel included in a learning community. Students have different strengths and weaknesses that influence their learning preferences and abilities. This is why educators should be cognizant of their students’ needs and vary their teaching techniques and make accommodations for the benefit all of their students. By being mindful of different cultures, mores (customs), and abilities, teachers foster a more inclusive and tolerant learning environment.
The three artifacts I have included to demonstrate my understanding of learning differences are: a text set, the enhanced perspective I gained about assisting diverse learners from interviewing experienced educators, and the use of visual aids in the classroom.
Photograph of my 8th grade text set
TEXT SET: Utilizing text sets in a classroom is a beneficial strategy to address the inherent differences in reading ability among our students. Text sets offer much needed flexibility for readers, because students choose from texts that span a wide range of reading levels. While each text shares a common topic or theme, the various reading levels meet students where they are and aid in comprehending the subject at hand.
I had the opportunity to develop a text set to complement an eighth grade unit on Anne Frank’s The Diary of a Young Girl. After the entire class reads Anne Frank’s diary, participates in a class discussion, and completes a writing exercise, each student will choose a text from the text set (according to their reading level) to read on their own. The text set is centered around two main themes: (1) resiliency, and (2) the various ways ordinary citizens are impacted by governmental policies, regime changes, terrorism, and war. I leveled all of the texts and categorized them by Flesch-Kincaid grade level. The 34 texts span the gamut from beginner texts to advanced ones. You may view my text set by clicking this link.
Punctuating Dialogue Warm Up
PERSPECTIVES: In spring 2021, I had the opportunity to interview six education professionals about the needs of our diverse learners. The purpose of this perspectives project was to offer aspiring educators constructive advice from professionals who fulfill different roles (general education teachers, special education teachers, guidance counselors, administration). You may read my interview questions, responses, and synthesized report here.
I had several valuable takeaways from this project that will better prepare me as an educator. More than one interview subject suggested that teachers more frequently utilize small groups, flexible groups, and collaborative (peer) learning opportunities to assist diverse learners. A one-size-fits-all approach is not going to ensure success for all of our students. Secondly, differentiating lessons is essential to ensure that we aren’t meeting the bare minimum goals. Several interviewees expressed disappointment that the needs of advanced students were often neglected. When planning a lesson or unit, it is important to differentiate and account for all members of a diverse student body. In the photo above, you see me working with my collaborative class. I’m typing on the ActivPanel all of the answers I’m giving verbally in order to assist students with learning disabilities and our English Language Learners.
PowerPoint slide explaining why writers use symbols
VISUAL AIDS: Students benefit from having material and instructions both verbally and visually represented in the classroom. Offering visual cues especially assists students who are English Learners or who have a learning disability. Technological resources, such as software, interactive smartboards, and video can assist with visual representation in the classroom.
For my Reading in the Content Area course, I prepared a visually rich PowerPoint presentation for a one-on-one lesson with an 8th grader. This particular lesson focused on identifying symbolism in literature. By using visual cues (including images from well-known movies), the presentation and the prompts that go with it build upon prior knowledge to help the student understand the content. The symbols are purposefully identifiable across cultures. Additionally, the slides are not word-heavy in order to minimize stress for students who are English Learners or who have difficulty reading. I utilized this same PowerPoint presentation for my 7th grade English classes when we were discussing symbolism in Robert Frost’s poem, “Nothing Gold Can Stay”.
