Standard One: 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.
Artifacts & Reflection
Both artifacts pertains to Standard One: Teaching Diverse Students. These artifacts are appropriate because they have relevant content for the diverse social, economic, cultural, linguistic, and academic preferences in the classroom.
The first artifact is an article about incorporating diversity into the classroom and an example Ancient Egypt lesson. This applies to Knowledge Indicator B: understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving skills AND Performance Indicator C: 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.
This artifact is appropriate because I demonstrate instructional strategies suggested from an article on diversity and apply those strategies through differentiations to meet the diverse needs of my students. In my classes, there are students with reading skills as low as 3rd and 4th grade to students who only speak French and their native tongue from West Africa. In this lesson compilation, I demonstrate several ways that I have made the material more accessible to my students with different skill sets (Indicator C). For example, shortening and changing the level of complexity of the language of the Egyptian reading and changing the language entirely to French.
After reviewing this Diversity Tip sheet, I implemented several strategies. First, I developed a lesson with multiple viewpoints. My students, several times throughout the lesson, develop these multiple viewpoints in respectful and meaning ways. I have set aside time in the lesson to review discussion etiquette to insure a safe and open environment. The student voices were activated throughout most of the lesson, which challenged students to use critical thinking and interpretation (Indicator B).
This artifact is more appropriate than previous artifacts because the ability to find an article on diversity; then use the strategies suggested to write a lesson plan, demonstrates my desire to incorporate diversity successfully. I did not just demonstrate diversity, but I supported my artifact with an additional source.
The second artifact is an English lesson, Real-World Drama, during the drama unit. This applies to Knowledge Indicator B: understands how each student constructs knowledge, acquires skills, and develops effective critical thinking and problem-solving capabilities AND Performance Indicator B: stimulates prior knowledge and links new ideas to already familiar ideas and experiences AND Performance Indicator E: uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
This artifact is appropriate because I am pursuing an additional endorsement in English-Language Arts and because I am a humanities teacher. This artifact is also appropriate because I have tailored this lesson to my demographically diverse 7th grade students. Initially, a reading lesson focusing on the elements of drama, I transformed it into a lesson incorporating a history of famous African Americans and sociological elements. The integration of multiple subjects captures the attention of students with different favorite subjects (Indicator E).
With the changing classroom demography, it is vital to choose content with high relevancy to students with diverse cultural preferences. This lesson allows students first to recall important figures from their cultural knowledge but also challenges students to brainstorm people from different races, gender and sexual orientation then themselves. The teacher will assist in the brainstorm to include additional important figures to make sure subgroups are represented (P-Indicator B). For those students with linguistic preferences, the class will read aloud their final scene, so that struggling readers will audibly understand as they follow along. As for those students, with particular social needs, the teacher will use volunteers to help facilitate class. For example, the teacher will use several volunteers to write on the chalkboard and fill in the transparency. Social interaction is essential for adolescent success (K-Indicator B).
This artifact demonstrates my growth as a teacher because I recognize how essential it is to create lessons with diverse and relevant content. By recognizing the importance of diversity in the classroom, more of my students will succeed because the higher the relevancy to the students, the better they will accept and apply the content and skills acquired in my classroom in other classrooms and outside of school.
Both artifacts pertains to Standard One: Teaching Diverse Students. These artifacts are appropriate because they have relevant content for the diverse social, economic, cultural, linguistic, and academic preferences in the classroom.
The first artifact is an article about incorporating diversity into the classroom and an example Ancient Egypt lesson. This applies to Knowledge Indicator B: understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving skills AND Performance Indicator C: 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.
This artifact is appropriate because I demonstrate instructional strategies suggested from an article on diversity and apply those strategies through differentiations to meet the diverse needs of my students. In my classes, there are students with reading skills as low as 3rd and 4th grade to students who only speak French and their native tongue from West Africa. In this lesson compilation, I demonstrate several ways that I have made the material more accessible to my students with different skill sets (Indicator C). For example, shortening and changing the level of complexity of the language of the Egyptian reading and changing the language entirely to French.
After reviewing this Diversity Tip sheet, I implemented several strategies. First, I developed a lesson with multiple viewpoints. My students, several times throughout the lesson, develop these multiple viewpoints in respectful and meaning ways. I have set aside time in the lesson to review discussion etiquette to insure a safe and open environment. The student voices were activated throughout most of the lesson, which challenged students to use critical thinking and interpretation (Indicator B).
This artifact is more appropriate than previous artifacts because the ability to find an article on diversity; then use the strategies suggested to write a lesson plan, demonstrates my desire to incorporate diversity successfully. I did not just demonstrate diversity, but I supported my artifact with an additional source.
The second artifact is an English lesson, Real-World Drama, during the drama unit. This applies to Knowledge Indicator B: understands how each student constructs knowledge, acquires skills, and develops effective critical thinking and problem-solving capabilities AND Performance Indicator B: stimulates prior knowledge and links new ideas to already familiar ideas and experiences AND Performance Indicator E: uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
This artifact is appropriate because I am pursuing an additional endorsement in English-Language Arts and because I am a humanities teacher. This artifact is also appropriate because I have tailored this lesson to my demographically diverse 7th grade students. Initially, a reading lesson focusing on the elements of drama, I transformed it into a lesson incorporating a history of famous African Americans and sociological elements. The integration of multiple subjects captures the attention of students with different favorite subjects (Indicator E).
With the changing classroom demography, it is vital to choose content with high relevancy to students with diverse cultural preferences. This lesson allows students first to recall important figures from their cultural knowledge but also challenges students to brainstorm people from different races, gender and sexual orientation then themselves. The teacher will assist in the brainstorm to include additional important figures to make sure subgroups are represented (P-Indicator B). For those students with linguistic preferences, the class will read aloud their final scene, so that struggling readers will audibly understand as they follow along. As for those students, with particular social needs, the teacher will use volunteers to help facilitate class. For example, the teacher will use several volunteers to write on the chalkboard and fill in the transparency. Social interaction is essential for adolescent success (K-Indicator B).
This artifact demonstrates my growth as a teacher because I recognize how essential it is to create lessons with diverse and relevant content. By recognizing the importance of diversity in the classroom, more of my students will succeed because the higher the relevancy to the students, the better they will accept and apply the content and skills acquired in my classroom in other classrooms and outside of school.