Carrie Lee's Portfolio
InTASC* Standard 2:
Learner Differences
SUMMARY OF CONTENTS
EVIDENCE SUPPORTING STATEMENT
- Upload Date: October 10, 2021
- Language: English
“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,” (CCSO, 2013).
The Learner difference InTASC standard is about knowing the students as individual learners, and what needs must be met to foster learning (CCSO, 2013). This InTASC standard is about being familiar with what the range in abilities and development are in the classroom in order to operate in each students zone of proximal development, and creating an engaging and rich experience, and a classroom that feels like a safe place to learn for every student (Ormrod et al., 2019). Where it is safe to make mistakes and where there are options to demonstrate mastery.
Learner differences is about far more than just variation in scores or styles to me, especially when teaching an honors class. It is about knowing and connecting with the learners, as individuals. In order to create an environment where mistakes are welcome, and differentiation (or learning tailored to the individual) is the norm, not the exception (Winterbottom, 2019). This approach takes effort, authenticity, and consistency to build rapport with students quickly and subsequently structure a healthy learning environment.
These relationships allow me to look deeper than what may be in their school records, and instead to truly put each scholar into context and acknowledge them as a whole, unique, but still growing, person. I leverage these connections to get students to engage in activities they view as less desirable (Monday mechanics Quill grammar practice for one – see right). I utilize the knowledge of their interests to tailor engaging content, appropriate challenge activities, and so much more.
Understanding my students’ differences allows me to be truly inclusive – assuring representation in the materials we read, in the scenarios or prompts I write, and in the games we play. While I teach honors English, that also includes several twice gifted students and I enjoyed applying the theories of universal design, as I did in my Deep thoughts lesson plan. I offer a range of choice options for students to demonstrate their mastery or understanding, like in the creative response unit ideas list.
Utilizing Universal Design for Learning approach in creating new lessons, I implemented an equitable approach to learning activities (Chardin & Novak, 2020). I apply that understanding in the strategies resource project design and implementation. Artifact one demonstrates the predicted student engagement in the resulting student responses to PearDeck interactive slides from the strategies resource project. An additional demonstration of differentiated learning, on the technical and traditional side, is found in artifact two, the Quill grammar diagnostic results differentiated recommendations. The images represent the data on the variety of activities by the students to reach skill proficiency range over 90% for 100% of students.
These are excellent examples demonstrating implementation of two types of differentiated and inclusive learning activities, small daily tasks done over time and the longer in-class single lesson.