Diversity
I understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and I know how to provide educational opportunities that meet the needs of all students.
Artifact #1
My 6th hour science class has 27 students. Of those 27, 15 are boys and 12 are girls. There are eight students on IEPs, one student living with grandparents, one in foster care, one navajo, one polynesian, one black, and three hispanics.
In order to meet the needs of these diverse learners, I must differentitate instruction. First, for students with accomodations, I read instructions and assessments and provide extra assistance with their work. I walk around the class to make sure that everyone stays on task and is able to complete their assignments. When assignments require fill-in-the-blank questions, I provide them with a word bank. I also have them collaborate in mixed ability group and partner pairs. At certain times I'll select a small group of students to work with me directly and I provide additional opportunities for them during Real Time to make-up class work or retake quizzes and tests. For those students who struggle with behavior I provide them with incentives to come prepared and to stay attentive and focused during class. Careful planning and keeping the curriculum meaningful and exciting helps with preventative classroom management as well. For those that are higher ability learners, as a science department, we provide them with science extension opportunities. These strategies have proven to be effective as test scores and behavior both have improved over the course of the trimester.
In order to meet the needs of these diverse learners, I must differentitate instruction. First, for students with accomodations, I read instructions and assessments and provide extra assistance with their work. I walk around the class to make sure that everyone stays on task and is able to complete their assignments. When assignments require fill-in-the-blank questions, I provide them with a word bank. I also have them collaborate in mixed ability group and partner pairs. At certain times I'll select a small group of students to work with me directly and I provide additional opportunities for them during Real Time to make-up class work or retake quizzes and tests. For those students who struggle with behavior I provide them with incentives to come prepared and to stay attentive and focused during class. Careful planning and keeping the curriculum meaningful and exciting helps with preventative classroom management as well. For those that are higher ability learners, as a science department, we provide them with science extension opportunities. These strategies have proven to be effective as test scores and behavior both have improved over the course of the trimester.
Artifact #2
I created the attached flip chart of Resources for Exceptional Children in my Educational Exceptionalities Course (EDUC 2010) at Dixie State College during the Fall 2011 sememster. This artifact provides evidence of my having a strong understanding of the needs of exceptional children because it specifically demonstrates my knowledge of various strategies, accomodations, modifications, and technological and environmental resources available to better serve the students in my classroom. The ability to implement appropriate strategies and accomodations outlined in the flip chart will facilitate the learning process for my future students with exceptionalities.
| resources_for_exceptional_children.docx |
