"Diversity is the one true thing we all have in common.
Celebrate it everyday."
Author Unknown
Diversity Indicators:
- Identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs
- Differentiates instruction to accommodate the needs of all learners including special needs, gifted, and ELL
- Uses knowledge of students' families, languages, cultures, and communities as a basis for connecting instruction to students' experiences and enriching the learning environment
- Makes appropriate accommodations for students with IEPs/504 plans
- Accesses appropriate services or resources to meet exceptional learning needs
My Interpretation:
A teacher dedicated to recognizing and celebrating diversity creates a classroom environment that provides for the various learning needs of all students. He/she takes into account the learning styles of all students when developing both lesson plans and assessments. Also, the teacher organizes the physical environment of the classroom to closely match the educational needs of students. He/she follows the accommodation instructions of his/her students' IEPs and 504 plans.
A history teacher dedicated to the diversity of his/her students will use knowledge of students' cultures and communities to guide lesson plans and strengthen historical events to student experiences.
A history teacher dedicated to the diversity of his/her students will use knowledge of students' cultures and communities to guide lesson plans and strengthen historical events to student experiences.
Middle School Artifact:
How Are You Intelligent - Learning Styles Inventory
Rationale:
I chose this Learning Styles Inventory to represent the competency of Diversity for my Middle School placement because it demonstrates my ability to "identify and design instruction appropriate to students' stages of development, learning styles, strengths, and needs." The students in this class period were very diverse in their learning styles, with Interpersonal taking a small margin above the others.
Reflection:
Since students' learning styles were very diverse in this class, I chose to incorporate several different and diverse lesson plans into our U.S. Constitution unit. I had lessons with whole group instruction, small groups, and independent work. I also included verbal and written directions for most in-class and homework assignments. Initially, I gave mostly verbal instructions, and I noticed that several students would forget the directions because they did not write them down. I decided to write down my directions on the board as I gave them. As I was writing on the board I asked students to also write the directions in their planner. Having the directions written on the board and asking students to write the directions in their planners ended students' "forgetfulness."
Please click on the file below to view my learning styles inventory graph.
| seventh_grade_us_civics_learning_styles_inventory.pdf |
High School Artifact:
Civil War Surgery Lesson Plan:
Rationale:
I chose this lesson to represent the competency of Diversity for my High School placement because it demonstrates my ability to "differentiate...to accomodate the needs of all learners including special needs, gifted, and ELL." This lesson was a co-teaching lesson with Ms. X's classes. Ms. X's classes have several students with special needs, while my cooperating-teacher's classes are mostly gifted students (Pre-AP). I had to design a lesson that would accomodate the needs of both my cooperating-teacher's students and Ms. X's students.
We used heterogenous groupings, combining students from my cooperating-teacher's class and Ms. X's class. I also included a "'Tricky' Words Defined:" section on each of the fill-in-the-blank medical cases. Some of the words I defined were difficult words such as "dropsy," while other words were more basic such as "abdomen."
We used heterogenous groupings, combining students from my cooperating-teacher's class and Ms. X's class. I also included a "'Tricky' Words Defined:" section on each of the fill-in-the-blank medical cases. Some of the words I defined were difficult words such as "dropsy," while other words were more basic such as "abdomen."
Reflection:
The differentiation in this lesson went really well. Both my cooperating-teacher's students and Ms. X's students were completely engaged in the activity. I saw several gifted students assisting special needs students with reading the fill-in-the-blank medical cases. I also saw both my cooperating-teacher's and Ms. X's students reference the "'Tricky Word Defined:" section. This lesson was a success!
Please click on the files below to view my lesson plan, medical cases, and graphic organizer.
| civil_war_surgery_lesson_plan.pdf |
| fill-in-the-blank_medical_cases.pdf |
| civil_war_medical_cases_graphic_organizer.pdf |
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Case #1 - Abdominal Bullet Wound
Case #2 - Arm Amputation
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Case #5 - Frontal Lobe Bullet Wound
Case #6 - Smelling Jars
Medical Instrument ID Cards
Click on the images below to enlarge.
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