Objective 6
Plan and assess differentiated instruction strategies in behavior and academics
DEFINITION AND EXPLANATION:
All students learn in different ways and in various styles. Some may excel in group activities or projects, while others would be far better off on their own. Gardner’s Multiple Intelligence Theory identifies eight distinct intelligences, all of which, each student/person possesses with varying degrees. Some students may show more verbal/linguistic intelligence, while others are more logical or spacial. The Multiple Intelligence Theory should be used to help you assess your class and plan lessons and instructional strategies appropriately and more effectively. Differentiated learning and instruction requires you (as the teacher) to really know your students; how they learn, what their personal interests are and what they enjoy doing, and what resources or materials will assist their learning. With differentiated instruction, each lesson and each activity is tailored specifically to the students in your class, using their particular learning styles and multiple intelligences as a guide.
ARTIFACTS:
Included is the planning phase of a differentiated lesson plan on Ohio Inventors for a fourth grade social studies class. This lesson was created for a specific class, breaking down the multiple intelligences and various learning styles of each student. The cumulative assessment at the end of the lesson (5-7 day mini-unit) offers the students a choice of project, which allows them to convey their knowledge more effectively and creatively than if the assessment was forced upon them in one specific form.
I also included a strategy page on differentiated wait time that describes a few creative ways to add wait time, allowing students enough time to think about the questions and information before they are called on. One of the strategies is called 'Chew On It'; it recommends giving students time to think about the information after every 8 to 10 minutes of teacher-lead instruction by pairing off for discussion or playing a quick game. The page also recommends calling on students at random (by pulling sticks with names) so that every student is using the wait time (properly) to think about the question, not just waiting for someone else to answer it. Also useful is informing the students that you will not call on anyone until at least half the class has their hands raised. Giving students enough wait time can be difficult in any classroom, but it is extremely important that students have enough time to 'digest' information, to understand it, to make sense of it, not just scribble it into their notebooks or assume someone else is going to be called on.
The two websites listed on the Web Resources page are great tools for teachers looking for effective differentiated instruction and behavior strategies. Please CLICK on the Web Resources button for more information!
Plan and assess differentiated instruction strategies in behavior and academics
DEFINITION AND EXPLANATION:
All students learn in different ways and in various styles. Some may excel in group activities or projects, while others would be far better off on their own. Gardner’s Multiple Intelligence Theory identifies eight distinct intelligences, all of which, each student/person possesses with varying degrees. Some students may show more verbal/linguistic intelligence, while others are more logical or spacial. The Multiple Intelligence Theory should be used to help you assess your class and plan lessons and instructional strategies appropriately and more effectively. Differentiated learning and instruction requires you (as the teacher) to really know your students; how they learn, what their personal interests are and what they enjoy doing, and what resources or materials will assist their learning. With differentiated instruction, each lesson and each activity is tailored specifically to the students in your class, using their particular learning styles and multiple intelligences as a guide.
ARTIFACTS:
Included is the planning phase of a differentiated lesson plan on Ohio Inventors for a fourth grade social studies class. This lesson was created for a specific class, breaking down the multiple intelligences and various learning styles of each student. The cumulative assessment at the end of the lesson (5-7 day mini-unit) offers the students a choice of project, which allows them to convey their knowledge more effectively and creatively than if the assessment was forced upon them in one specific form.
I also included a strategy page on differentiated wait time that describes a few creative ways to add wait time, allowing students enough time to think about the questions and information before they are called on. One of the strategies is called 'Chew On It'; it recommends giving students time to think about the information after every 8 to 10 minutes of teacher-lead instruction by pairing off for discussion or playing a quick game. The page also recommends calling on students at random (by pulling sticks with names) so that every student is using the wait time (properly) to think about the question, not just waiting for someone else to answer it. Also useful is informing the students that you will not call on anyone until at least half the class has their hands raised. Giving students enough wait time can be difficult in any classroom, but it is extremely important that students have enough time to 'digest' information, to understand it, to make sense of it, not just scribble it into their notebooks or assume someone else is going to be called on.
The two websites listed on the Web Resources page are great tools for teachers looking for effective differentiated instruction and behavior strategies. Please CLICK on the Web Resources button for more information!
Objective 7
Integrate multicultural perspectives in teaching and learning
DEFINITION AND EXPLANATION:
In an ethnically diverse classroom, as in any classroom, students should feel safe and comfortable, recognized, respected, and valued. Teachers need to show genuine care and understanding so that the students feel comfortable and safe to make mistakes and take risks. It is important to show respect towards your students and acquiring knowledge about your students' culture and ethnic identities is just as important as learning about their personal interests, learning styles, and prior knowledge. I believe in integrating ethnic authors and other writings about cultural heritage, experiences, and contributions into instruction as much as possible so that ethnically diverse students can take pride in their cultures and ethnic identities; while cooperative learning and collaborative projects allow the students to learn from each other, giving support and differing perspectives.
ARTIFACTS:
In my EDU 596 class we completed a case study project on a school district in which we work, have worked, or are familiar with. Since I am not currently teaching, I chose a school in which I have worked as a substitute teacher many times and that is close to my residency. Starting with a Community Scan, I collected data through research of internet resources pertaining to the community of Independence, Ohio. Adding the information from the scan to my own experience in the school district, I was able to write a description of the city and surrounding areas, including the school district and the residents that make up the community. Included in the Case Study Project is a detailed description of the school district including textbooks, materials and available resources, teaching strategies and classroom management, and parental and community involvement. Using the Community Scan and the Case Study of the Independence Public School District, I have proposed modifications for change based on religion/ethnic culture/racial identity, socioeconomic status, special needs/gifted students, textbooks and materials, classroom climate, and parental/community involvement. The Case Study Project was extremely beneficial for me; it broke down the community and school district into pieces I could analyze, which gave me a much deeper understanding of the students and the nature of the school district. I believe this exercise is a great way for new teachers to prepare themselves for teaching in a new or unfamiliar district, accustoming themselves to the strengths and needs of the community, and familiarizing them with the students they will be responsible for.
Also included below is a website called Multicultural Education Internet Resource Guide, created by Dr. Jon Reyhner from the Department of Educational Specialties at the College of Education Northern Arizona University. Dr. Rayhner is extremely knowledgeable in the field of multicultural education, and has published several books and articles dealing with a wide variety of topics pertaining to multicultural education. This website is updated on a regular bases by Dr. Reyhner, and includes over 50 websites created to assist educators in locating multicultural education resources on the Internet. Included are resources for general multicultural education, as well as world geography, environmental education, and interactive sites for world-wide pen pals. There are language sites for lessons from all over the world in a variety of languages, as well as sites dedicated to specific cultural/ethnic identities. Also included are articles written by Dr. Jon Reyhner, as well as an annotated bibliography of his published books. He also includes his personal resume and contact information in case a visitor to the website would like to have a private conference or ask further questions. I feel that this website is a great tool for every teacher to have access to in their classrooms to assist in integrating multicultural education into their instruction even if their classroom isn't multicultural.
Objective 8
Demonstrate effective strategies of the teacher/leader
DEFINITION AND EXPLANATION:
Students depend on their teachers to be positive role-models, especially those students who are lacking positive role-models at home. Teachers must be caring and responsible adults who show respect and understanding to their students, so that their students not only feel comfortable and safe in their classrooms, but also a sense of guidance and support. Teachers who make themselves available for struggling students before or after school or during their lunch break or planning period show a great level of dedication, while gaining the trust and support of their students. It is important for teachers to model good behavior and language skills, demonstrating good manners and sympathy towards others; as a teacher/leader we are responsible for teaching the whole child. Making sure that there is open communication between students, teachers, and parents is also very important and quite beneficial for all involved.
ARTIFACTS:
As artifacts for this objective I have chosen a parent letter I used at the start of my student teaching semester to introduce myself to the parents and to get their permission to use photos and videos of their children in my professional portfolios, as well as a weekly newsletter template I plan on using in my classroom. I believe communicating with the parents and involving them as much as possible is an important role of a teacher, and can sometimes be quite difficult. Newsletters can be sent electronically via email or sent home with the student, and teacher webpages (connected to the school website) are great places for teachers and parents to stay well-informed on their students and the major topics of discussion in class. I believe it is extremely beneficial to have high parental involvement in education; with parents knowing what is going on in class and what is expected of their children, and being able to offer support and encouragement.