Standard 3: Diverse Learners
Summary
Students come from a wide range of backgrounds. They have different experiences, ideas, and needs. Teachers must adapt their ways of teaching to address each of those needs and to be respectful in their interactions with their students. Students function better when their values, intelligences, families, and cultures are not ignored.
Common Artifact – Flex Grouping
Flex grouping allows students to be put into small groups based on level or area of need. These groups change depending on the subject, level of content, and other educational aspects. When creating and adjusting flex groups, each student’s needs must be considered.
As a preparing teacher, I have practiced flexed grouping in my clinical experiences. Before clinical, we often looked at student data and created groups based on it. Once we met with our groups, we could then adjust them based on the students’ needs.
Summary
Students come from a wide range of backgrounds. They have different experiences, ideas, and needs. Teachers must adapt their ways of teaching to address each of those needs and to be respectful in their interactions with their students. Students function better when their values, intelligences, families, and cultures are not ignored.
Common Artifact – Flex Grouping
Flex grouping allows students to be put into small groups based on level or area of need. These groups change depending on the subject, level of content, and other educational aspects. When creating and adjusting flex groups, each student’s needs must be considered.
As a preparing teacher, I have practiced flexed grouping in my clinical experiences. Before clinical, we often looked at student data and created groups based on it. Once we met with our groups, we could then adjust them based on the students’ needs.
Other Artifacts
· Observational Profiles
· Math lessons that included pictures for those who were more visual, hands on activities for the kinesthetic learners, and sounds for the auditory learners.
· Developing a rapport with the students also helps us learn about each student’s background and style of learning in the class, and would let us adjust lessons to respect everyone.
· Observational Profiles
· Math lessons that included pictures for those who were more visual, hands on activities for the kinesthetic learners, and sounds for the auditory learners.
· Developing a rapport with the students also helps us learn about each student’s background and style of learning in the class, and would let us adjust lessons to respect everyone.
Personal Experiences Brought to the Classroom
In the past 10 years, I have traveled to England, Scotland, South Africa, France twice, Austria, Czech Republic, Germany, Switzerland, Luxembourg, Canada, Greece, The Netherlands, South Korea, and Spain. I feel like these add to my ability to bring culture into my classroom. My travels have truly changed the way I look at the world, people, food, and different cultures. I love experiencing new things and I want my students to be able to feel some of that in their own classroom.
In my first grade classroom, I had the chance to bring Italy to our classroom for a day. Italy is somewhere I have always wanted to go, and when I found out my family was going and I couldn't join them, I brought it to Minnesota. We learned to count to ten through song in Italian, had pizza, and played games to name a few of the things. All of the activities were tied to standards and the children were completely engaged. Even the principal and associate principal stopped in for a "visit to Italy." It was a truly wonderful day. After that day, I started having students taking turns and bringing in something from their family background and/or somewhere they wanted to go.
In the past 10 years, I have traveled to England, Scotland, South Africa, France twice, Austria, Czech Republic, Germany, Switzerland, Luxembourg, Canada, Greece, The Netherlands, South Korea, and Spain. I feel like these add to my ability to bring culture into my classroom. My travels have truly changed the way I look at the world, people, food, and different cultures. I love experiencing new things and I want my students to be able to feel some of that in their own classroom.
In my first grade classroom, I had the chance to bring Italy to our classroom for a day. Italy is somewhere I have always wanted to go, and when I found out my family was going and I couldn't join them, I brought it to Minnesota. We learned to count to ten through song in Italian, had pizza, and played games to name a few of the things. All of the activities were tied to standards and the children were completely engaged. Even the principal and associate principal stopped in for a "visit to Italy." It was a truly wonderful day. After that day, I started having students taking turns and bringing in something from their family background and/or somewhere they wanted to go.