Standard 3: Diversity
Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Artifact Reflection
Title of Artifact: ELL Spelling Modifications
Date Completed: Fall 2013
Description: During my time as an intern for fourth grade at Darlington Elementary School, I worked with an English Language Learner. He had been only been speaking English for one year, so I had to make modifications in my lesson for him. The student still participated with the whole group, but I made a few adjustments in the lesson to accommodate him.
Wisconsin Teacher Standard Alignment
This artifact aligns with standard three of the Wisconsin Teacher Development and Licensure Standard. This standard states “The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.” These artifacts align with standard three because I understood that there was a language barrier that was impeding on one of my student’s ability to learn, and I adapted my instruction to meet his needs. Sometimes modifications need to be made to help a student or students grow. This was the case with a fourth grade ELL student I worked with. The artifact I included is a copy of a spelling lesson that includes an accommodations section and the cut-out letters I made for him. The accommodation section of the lesson states, “For the ELL student, I chose 5 of the words from the spelling list for him to study. He is to copy these down, then we will practice spelling the words on the iPad and cut out the letters of the words and create the spelling words.” All of these adaptations were made to assist the student to improve his vocabulary of the English language without overwhelming him with twenty new words every week. The iPad and cut-out letters will give the student a visual and hands-on approach to learning how to spell these new words. I understand that all students differ in learning styles and in this case I adapted my lessons for the ELL student so that he could still grow as a student.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD2.a. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate demonstrates genuine care and respect for students while the students exhibit respect for the teacher. The students also display genuine care and respect for one another as individuals and as students, and are aware of cultural, social, intellectual and physical variations among their peers.” This artifact aligns with KSD2.a. because by making adaptations for a student I am demonstrating genuine care and respect for my students. It shows that I want to see the student be successful and improve. This artifact also shows that I am aware of intellectual variations students have. In this example, my student had a language barrier and I addressed this language barrier by making adaptations to my lessons. These adaptations of allowing the student to use the iPad and letter cut-outs will help the student grow each week. By making these adaptations, it shows I value each of my students and realize that sometimes modifications must be made to help them.
Secondary Alignment
KSD3.e.
KSD1.b.
Personal Reflection
What I learned about teaching/learning from this experience:
I learned teachers need to take time to make adaptations for students that need them. These adaptations are what will help the student improve throughout the year. It’s the job of a teacher to see that they are helping all of their students and addressing the different learning styles. Students will learn better if the learning is at their level and that is why sometimes adaptations are necessary. Teachers need to get to know their students are realize where adaptations need to be made for their students to be successful.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned that it takes extra time to make adaptations to a lesson, but it’s well worth seeing students improve and development. Yes, sometimes it means a little extra work for me, but the students will be able to learn much better if I make the necessary modifications. I learned that I will need to use other resources to find materials to make adaptations. There are resources out there for me; I just need to find materials that will best fit my students. I now know the importance of making small changes for my students to help them reach their full potential.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Artifact Reflection
Title of Artifact: ELL Spelling Modifications
Date Completed: Fall 2013
Description: During my time as an intern for fourth grade at Darlington Elementary School, I worked with an English Language Learner. He had been only been speaking English for one year, so I had to make modifications in my lesson for him. The student still participated with the whole group, but I made a few adjustments in the lesson to accommodate him.
Wisconsin Teacher Standard Alignment
This artifact aligns with standard three of the Wisconsin Teacher Development and Licensure Standard. This standard states “The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.” These artifacts align with standard three because I understood that there was a language barrier that was impeding on one of my student’s ability to learn, and I adapted my instruction to meet his needs. Sometimes modifications need to be made to help a student or students grow. This was the case with a fourth grade ELL student I worked with. The artifact I included is a copy of a spelling lesson that includes an accommodations section and the cut-out letters I made for him. The accommodation section of the lesson states, “For the ELL student, I chose 5 of the words from the spelling list for him to study. He is to copy these down, then we will practice spelling the words on the iPad and cut out the letters of the words and create the spelling words.” All of these adaptations were made to assist the student to improve his vocabulary of the English language without overwhelming him with twenty new words every week. The iPad and cut-out letters will give the student a visual and hands-on approach to learning how to spell these new words. I understand that all students differ in learning styles and in this case I adapted my lessons for the ELL student so that he could still grow as a student.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD2.a. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate demonstrates genuine care and respect for students while the students exhibit respect for the teacher. The students also display genuine care and respect for one another as individuals and as students, and are aware of cultural, social, intellectual and physical variations among their peers.” This artifact aligns with KSD2.a. because by making adaptations for a student I am demonstrating genuine care and respect for my students. It shows that I want to see the student be successful and improve. This artifact also shows that I am aware of intellectual variations students have. In this example, my student had a language barrier and I addressed this language barrier by making adaptations to my lessons. These adaptations of allowing the student to use the iPad and letter cut-outs will help the student grow each week. By making these adaptations, it shows I value each of my students and realize that sometimes modifications must be made to help them.
Secondary Alignment
KSD3.e.
KSD1.b.
Personal Reflection
What I learned about teaching/learning from this experience:
I learned teachers need to take time to make adaptations for students that need them. These adaptations are what will help the student improve throughout the year. It’s the job of a teacher to see that they are helping all of their students and addressing the different learning styles. Students will learn better if the learning is at their level and that is why sometimes adaptations are necessary. Teachers need to get to know their students are realize where adaptations need to be made for their students to be successful.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned that it takes extra time to make adaptations to a lesson, but it’s well worth seeing students improve and development. Yes, sometimes it means a little extra work for me, but the students will be able to learn much better if I make the necessary modifications. I learned that I will need to use other resources to find materials to make adaptations. There are resources out there for me; I just need to find materials that will best fit my students. I now know the importance of making small changes for my students to help them reach their full potential.
ELL Spelling List | |
File Size: | 11 kb |
File Type: | docx |
Introduction of Unit 5 Spelling List Lesson | |
File Size: | 12 kb |
File Type: | docx |