Harmony Turner
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Overview of Standard
As a whole, I believe Standard 2 speaks to the integrity of, and necessity for, learning about, understanding, supporting, exploring, and utilizing resources regarding students as individuals: what makes each child who he/she is, what attributing values and cultures are permeating the classroom as a result, how this individual's strengths or areas of challenge fit into the way the teacher provides access to instruction, as well as room to showcase student's special abilities, or seek efforts to help with critical obstacles. What resonates with me, is how this standard encompasses the realms of culture, affiliated language learning, community, social influencers, including the role of peers, and the depth at which a teacher must actively seek resources and instructional strategies that will aim to accelerate every child's inner potential – beyond the 4 walls of a classroom. This reflection helps me to understand the standard in general by showcasing the most important elements to consider under the heading “learning differences.” Every single individual can have so much to offer. It is the teacher's responsibility to both learn from, and contribute to, the multiple perspectives, learning styles, learning needs, interests, values, attitudes, and abilities, as he/she seeks to establish and uphold an environment steeped in respect and curiosity.
Artifact #1
Photo: Rhyming Hearts
One of the artifacts I am choosing to support Standard 2, is associated directly with the above descriptor. Pictured below is a photograph taken of materials created for an upcoming lesson on rhyme. The Kindergarteners I am currently working with have been exposed to rhyming through various book-based and theme-based (heart health) activities. After consulting with my cooperating teacher on potential topics and standards to address for my block lesson, it was decided that a lesson on rhyming words would be beneficial. Some students in the class are still working to identify rhymes, whereas others are recognizing and producing rhymes independently. The pictured activity will involve students in sliding consonants up and down in a thematic manipulative, in order to create, identify, read, and write rhyming words. I have based the multiple rhyme endings on a few factors: students' prior exposure to rhymes, as well as my cooperating teacher's input, and assessment results for previous rhyme activities. As I strived to balance degree of difficulty with learner ability, I felt equipped to carefully craft a plan that would give specific rhyme endings to designated groups. Thus, this photograph demonstrates how I am mindfully designing an activity that will encourage my instruction to build on students' prior knowledge and experiences with rhyme, while also creating opportunity for the students to ultimately succeed.
Artifact #2
Photo: Pic, Play, Post Presentation
Descriptor: 2(c): The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
Descriptor: 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
What this photo depicts is one of the many final outcomes for a collaborative iPad project, completed in part with the Kindergartener's book buddies, as well as in conjunction with "Centers." After being inspired by the use of an iPad app called Pic, Play, Post by 3rd graders, I knew I believed in my Kindergarten students enough, and that they would be able to learn, use, and present their own projects using this same app. My goal then, was to ensure that each learner would be able to reach his/her full potential by granting each student access, support, and time to develop the necessary skills and knowledge. The 3rd graders were invited to teach their Kinder book buddies how to research images and information, and then compile it into a presentation app (Pic, Play, Post). The Kinders were then given an additional opportunity, during Center time, to work independently (if they were ready), with their Center group, or one-on-one with me, in order to complete another Pic, Play, Post presentation.
Pictured below is a student's second rendition of a presentation, completely mostly independently, with some help from both peers and myself. The students had great success with this process and truly set a precedence for just how extraordinary their work can be, especially when their teacher believes that high levels of achievement are by no means defined by boundaries.
