Ensuring students are receiving differentiated instruction and including multicultural perspectives in the classroom can be incredibly beneficial to students. When students are exposed to different types of assignments in the classroom it can make students excited to try new activities, and the inclusion of multicultural perspectives both exposes children to cultures different from their own, and can create a classroom of empathy. Accommodating different learning styles through differentiated instruction can come in different forms, it can come from varying the type of instruction (direct, student centered), and it can also come from varying the assignments students complete (posters, essays). Diverse perspectives can be included through the choice of material used, and by portraying different races and genders as successful throughout the classroom. Accommodating different learning styles can be achieved in the English classroom by offering students a choice in what they read, and how they show their proficiency with the material. For example, literature circles allow students to choose a novel on a topic they find interesting. Giving choices on how assignments are completed will also accommodate different learning styles; if a student is given the choice between creating a poster or writing an essay it will allow the student to show off their strengths. Diversity can be achieved in the English classroom by choosing novels that have characters of different ethnic backgrounds. Choosing authors with multicultural backgrounds can also be useful in portraying all races and genders as successful in the field of literature. Differentiating instruction is very important in the classroom; by allowing students to have choices in the classroom it motivates them to do well in their chosen activity. Multicultural teaching is also very important in the classroom. Reinforcing the idea that all races are the same can create a classroom filled with empathy and promote classroom community.
Artifact A is a teaching segment that I planned during my professional year at Towson University. The lesson was planned to teach characterization to students using the novel To Kill a Mockingbird. This artifact demonstrates my proficiency in this principle because I had the students write journal entries from different point of views. The journal entries were used to give the students a concrete example of 'walking in someone else's shoes.' Students were given shoes that would be worn by people of all different walks of life. Instead of directly implying the background of the character they were creating, students needed to examine how they viewed the world, and give their character a name and background based on the shoe they received. Unknowingly, students were facing the beliefs they had about people that were different from them. By presenting students with objects and having them identify the person that would use them, they need to confront the differences between the lives of others. Students gave the characters backgrounds, but were also required to explain their reasoning. The lesson shows an example of introducing multiculturalism into the classroom naturally. The students were not forced to write their pieces from the point of view of a specific person, but were instead allowed to infer the life of the character and justify their work with personal experience. This lesson segment has a positive impact on student achievement because it motivates the student to want to participate. Discovering new ways to motivate students in the classroom is incredibly important. Students that are motivated to learn are always going to be more successful than those who are uninterested in school. Students enjoyed the activity of creating a character based off of already conceived conditions, and the lesson was very successful. Bringing multiculturalism into the classroom is important for creating an empathetic classroom, and also allows students to confront any misinformation they may have learned. Multiculturalism can also create enthusiasm in minority students. Although the texts may not be about a specific race or social group, the idea that everyone is equal and equally capable of succeeding is empowering. This lesson segment demonstrates the "planning instruction" aspect of the Planning-Teaching-Learning cycle because I used information gathered in classes and real world experience to plan an effective lesson for my students. Careful planning allows instructors to introduce different topics into the classroom seamlessly. If an instructor enters the classroom with the intention of introducing multiculturalism, the addition to the classroom will be incredibly obvious. Planning ahead and using activities students enjoy allowed me to introduce important elements into the classroom without students noticing a great shift in learning.
Artifact B is a Directed Reading Lesson (DRL) that was created during a class I completed at Towson University. The DRL was intended for a class that had students at various levels of proficiency. This artifact demonstrated my proficiency in this principle because I have included specific methods of differentiating instruction for students on different reading levels. The DRL was written for a piece of literature above the reading level of some of the students in the class. Students in the class were placed in heterogeneous groups. Students with low reading ability benefited from being grouped with higher performing students. These students were able to have things explained to them by their peers in a more informal setting. The higher performing students benefited from this grouping through teaching others. Students were using the material in different ways, and in turn becoming more comfortable with the material. The DRL is used to teach difficult concepts to students that struggle with the material. In order to make the DRL work in the classroom, the instructor must find ways to differentiate work. Effective differentiation within the DRL benefits every student; while the differentiation may be planned in order to meet the needs of the lower performing students, the students performing well also benefit by re teaching the information. This Directed Reading Lesson has a positive impact on student achievement because it ensures students of high and low proficiency are performing at or above grade level. The DRL motivates students performing below reading level to perform well. Peer interaction and careful priming of key vocabulary encourages underachieving students to take on more difficult texts in the classroom. While all lessons do not require a DRL, lessons featuring difficult texts can benefit greatly with the inclusion of a DRL. The ability to positively impact both high and low performing students is important, and the DRL I have created demonstrated methods appropriate for meeting that goal. This DRL demonstrates the "planning instruction" aspect of the Planning-Teaching-Learning cycle because I used information gathered in classes and real world experience to plan an effective lesson for my students. The class this was intended for had students performing at drastically different levels. Careful planning of instruction allowed me to devise methods of instruction that would positively impact both low and high performing students. Creating detailed lessons loaded with vocabulary priming and background information allows students to become interested in the subject matter, and allows teachers time to differentiate instruction to meet the needs of all students.
Learning Styles / Diversity
A. Integrates a multicultural perspective in instruction, and
B. Creates instructional opportunities that are differentiated for diverse learners
Reflection
Reflection on INTASC 3.docx
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Ensuring students are receiving differentiated instruction and including multicultural perspectives in the classroom can be incredibly beneficial to students. When students are exposed to different types of assignments in the classroom it can make students excited to try new activities, and the inclusion of multicultural perspectives both exposes children to cultures different from their own, and can create a classroom of empathy. Accommodating different learning styles through differentiated instruction can come in different forms, it can come from varying the type of instruction (direct, student centered), and it can also come from varying the assignments students complete (posters, essays). Diverse perspectives can be included through the choice of material used, and by portraying different races and genders as successful throughout the classroom. Accommodating different learning styles can be achieved in the English classroom by offering students a choice in what they read, and how they show their proficiency with the material. For example, literature circles allow students to choose a novel on a topic they find interesting. Giving choices on how assignments are completed will also accommodate different learning styles; if a student is given the choice between creating a poster or writing an essay it will allow the student to show off their strengths. Diversity can be achieved in the English classroom by choosing novels that have characters of different ethnic backgrounds. Choosing authors with multicultural backgrounds can also be useful in portraying all races and genders as successful in the field of literature. Differentiating instruction is very important in the classroom; by allowing students to have choices in the classroom it motivates them to do well in their chosen activity. Multicultural teaching is also very important in the classroom. Reinforcing the idea that all races are the same can create a classroom filled with empathy and promote classroom community.Artifact A
Teaching Segment 2 (Reflection) Complete.docx
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Artifact A is a teaching segment that I planned during my professional year at Towson University. The lesson was planned to teach characterization to students using the novel To Kill a Mockingbird. This artifact demonstrates my proficiency in this principle because I had the students write journal entries from different point of views. The journal entries were used to give the students a concrete example of 'walking in someone else's shoes.' Students were given shoes that would be worn by people of all different walks of life. Instead of directly implying the background of the character they were creating, students needed to examine how they viewed the world, and give their character a name and background based on the shoe they received. Unknowingly, students were facing the beliefs they had about people that were different from them. By presenting students with objects and having them identify the person that would use them, they need to confront the differences between the lives of others. Students gave the characters backgrounds, but were also required to explain their reasoning. The lesson shows an example of introducing multiculturalism into the classroom naturally. The students were not forced to write their pieces from the point of view of a specific person, but were instead allowed to infer the life of the character and justify their work with personal experience. This lesson segment has a positive impact on student achievement because it motivates the student to want to participate. Discovering new ways to motivate students in the classroom is incredibly important. Students that are motivated to learn are always going to be more successful than those who are uninterested in school. Students enjoyed the activity of creating a character based off of already conceived conditions, and the lesson was very successful. Bringing multiculturalism into the classroom is important for creating an empathetic classroom, and also allows students to confront any misinformation they may have learned. Multiculturalism can also create enthusiasm in minority students. Although the texts may not be about a specific race or social group, the idea that everyone is equal and equally capable of succeeding is empowering. This lesson segment demonstrates the "planning instruction" aspect of the Planning-Teaching-Learning cycle because I used information gathered in classes and real world experience to plan an effective lesson for my students. Careful planning allows instructors to introduce different topics into the classroom seamlessly. If an instructor enters the classroom with the intention of introducing multiculturalism, the addition to the classroom will be incredibly obvious. Planning ahead and using activities students enjoy allowed me to introduce important elements into the classroom without students noticing a great shift in learning.Artifact B
DRL Teaching Reading and Writing (EDITED).docx
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Artifact B is a Directed Reading Lesson (DRL) that was created during a class I completed at Towson University. The DRL was intended for a class that had students at various levels of proficiency. This artifact demonstrated my proficiency in this principle because I have included specific methods of differentiating instruction for students on different reading levels. The DRL was written for a piece of literature above the reading level of some of the students in the class. Students in the class were placed in heterogeneous groups. Students with low reading ability benefited from being grouped with higher performing students. These students were able to have things explained to them by their peers in a more informal setting. The higher performing students benefited from this grouping through teaching others. Students were using the material in different ways, and in turn becoming more comfortable with the material. The DRL is used to teach difficult concepts to students that struggle with the material. In order to make the DRL work in the classroom, the instructor must find ways to differentiate work. Effective differentiation within the DRL benefits every student; while the differentiation may be planned in order to meet the needs of the lower performing students, the students performing well also benefit by re teaching the information. This Directed Reading Lesson has a positive impact on student achievement because it ensures students of high and low proficiency are performing at or above grade level. The DRL motivates students performing below reading level to perform well. Peer interaction and careful priming of key vocabulary encourages underachieving students to take on more difficult texts in the classroom. While all lessons do not require a DRL, lessons featuring difficult texts can benefit greatly with the inclusion of a DRL. The ability to positively impact both high and low performing students is important, and the DRL I have created demonstrated methods appropriate for meeting that goal. This DRL demonstrates the "planning instruction" aspect of the Planning-Teaching-Learning cycle because I used information gathered in classes and real world experience to plan an effective lesson for my students. The class this was intended for had students performing at drastically different levels. Careful planning of instruction allowed me to devise methods of instruction that would positively impact both low and high performing students. Creating detailed lessons loaded with vocabulary priming and background information allows students to become interested in the subject matter, and allows teachers time to differentiate instruction to meet the needs of all students.Diversity