| The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. |
Fall 2007
An awareness of individual differences is demonstrated by understanding "how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" (Standard 3 Knowledge 4). Recognizing these differences and using them as a tool to advocate learning, I will "create[s] a learning community in which individual differences are respected" (Standard 3 Performance 7). As a teacher, the ability to "appreciate[s] and value[s] human diversity, show[s] respect for students' varied talents and perspectives" (Standard 3 Disposition 2) is essential and beneficial.
To be an effective teacher, my understanding of students’ backgrounds and previous experiences will prove to be a key factor in designing instruction that seeks to make the connections between their personal experiences. I believe that INTASC Principle 2 (Knowledge of Development) has a strong correlation here as both principles draw upon the notion that individual differences should be acknowledged and used to guide student learning.
I do not anticipate knowing all of my students’ backgrounds, nor do I want to, but I can gather useful information from the things that they say in conversation with their peers and me. As I learn more about my students and continually apply the knowledge I have of their past experiences, I hope to create stronger connections between the content and their lives.
Fall 2004
Understanding the differences in individual students is extremely important. Not only is it important to understand diversity but also how to use that diversity to create a meaningful learning experience for the students and teacher alike. I need to understand "how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" (Standard 3 Knowledge 4). As a teacher I need to be able to know how to use the backgrounds of my students to enrich their learning.
By understanding diversity I am displaying a concern for the differences in my students. And when these differences are recognized and used as a tool for advocating learning, I essentially "create[s] a learning community in which individual differences are respected" (Standard 3 Performance 7). As a teacher, the ability to "appreciate[s] and value[s] human diversity, show[s] respect for students' varied talents and perspectives" (Standard 3 Disposition 2) is essential and beneficial.
This principle will pose a challenge because it will require me to understand my students' backgrounds. Once I have an understanding or history of my students' backgrounds, I will need to use those to my advantage so that the students learn as much as possible. It also posses a challenge in learning each child's differing learning styles. And the challenge of adapting the material or lesson to the students' individual learning styles will be challenging for me.
Throughout my primary education I found it much more easy to learn from a teacher who understood how my background might affect my work and performance. For example, I had a teacher who had known me for several years. She knew about many of the things that had happened in my past life and used those experiences to help me understand concepts and ideas that she was trying to teach me. I realize that teachers are not going to know each of their students' histories but they can grasp a basic idea of what their past has been like. And then they can take that information and use it to the advantage of the teacher and more importantly to the student.
Generally, the direct instruction methodologies are aimed at the students in the middle. The students at the top and the students at the bottom continue to remain at those ends. I was generally in the middle but on certain concepts I found myself more aptly grouped with the bottom and with other concepts I would categorize myself with the top.