The teacher works to incorporate multiple perspectives into instruction, allowing for students to have multiple opportunities to demonstrate learning in various ways in order to accommodate various cultures and backgrounds. Through the understanding that learners use their individual backgrounds and abilities to shape their learning, the teacher will design lessons that build on this experience and, with the core belief that all learners can achieve high levels and reach their full potential, teachers will work to make learners feel valued as they work to help the student achieve these goals. I exemplify the learning differences standard through my work with E.L.L. students, SPED students, and through my general examples of varied methods of response to classroom activities to address students’ different strengths and to incorporate multiple intelligences.
Supporting English Language Learners
During my placement, accommodations were in place for all independent work. Students were allowed to work in pairs with peers that had a greater understanding of both languages or were allowed to use English/Spanish, English/Dari, etc. dictionaries to help with assignments and translations. Additionally, I focused heavily on these accommodations during my placement and worked with my teacher to implement lessons for the students not only in our disciplines (science and spelling) but also to implement reading resources as well. We used reading a-z to print leveled readers on the student’s level with comprehension questions. Students eagerly took the resources home to read and complete with their families and turn in for higher leveled resources.
Differentiating for Special Education
In addition to working to satisfy all aspects of each child’s I.E.P., including read aloud, small group testing, etc., I worked to create cohesive learning environments for these students through the following ways. Firstly, I worked to create a classroom layout that allowed for generally quiet spaces for the student that required this. My autistic student had his own ‘island’ desk that was separated to allow him space when needed. The students were also allowed to come and sit at my kidney table if they needed a different setting with additional help. Further, I created partner pairs that had students sitting near higher peers so that they could easily transition into working together and so that it was possible for the student to readily receive help from both the teacher and their peers.
Game-Based Learning Opportunities
I offered various ways for students to demonstrate their knowledge aside from paper/pencil tests. Understanding that all students may not be able to express themselves in this way, I implemented various instructional games that were used for formative assessments including kahoot/Gimkit digital games, whiteboard team quizzes where students answered test questions on whiteboards, and other forms of learning that allow kinesthetic learners more movement than a paper/pencil assignment and also allow students who prefer interpersonal activities to work with partner pairs or to have whole group interactions while still being assessed and working individually.