Importance and summary of Learner Differences
The InTASC standard two, Learner Differences, focuses on a teacher’s ability to understand the various ways students learn. To meet the requirements of this standard, a teacher must be able to showcase the conceptualization of how students’ prior knowledge and background experiences determine specific cognitive strengths and learning needs. Effective teachers create inclusive environments to promote student learning. Teachers utilize some strategic techniques to accommodate learner differences include; instructional adaptations for English Language Learner (ELL) students, lessons that employ leveled reading/writing strategies, and lesson plans that indicate modifications for students who have a learning disability.
Artifact #1: ELL Adaptations
Adaptations for English language learners are essential for children to make
associations between their native language and English. Through my observations of students working with an ELL specialist, I have examined evidence-based adaptations that help children accomplish classroom tasks. Some of these adaptations involve supporting ELL students with bilingual dictionaries, creating individualized instruction time in small groups and one-on-one settings, and, if possible, translating vocabulary to build connections with their native language. Here is an example of a lesson plan that includes ELL adaptations.
Artifact #2: OREO Graphic Organizer
Students have various ways of perceiving and manipulating information.
Identifying, understanding, applying, and reflecting on concepts can be accomplished with diverse approaches. Student proficiency levels influence how effective teachers present the material. For example, some students have more developed writing skills than reading skills, while others comprehend text with more fluency than they compose. The following artifact is an example of a strong writer’s completed graphic organizer before composing a persuasive paragraph: OREO graphic organizer. The purpose of this activity was to help students prepare and organize their thoughts before they began writing a persuasive paragraph on a topic they drew from a bag. This student had to write a paragraph that would persuade the reader that Chick-Fil-A is not the best fast food restaurant. This particular student completed the graphic organizer independently, whereas other students received a moderate amount of support, and still others required one-on-one coaching to complete the writing assignment.
Artifact #3: Learner Accommodations: IEP and 504 plans
Numerous students have learning disabilities or circumstances that require alternative methods of instruction or evaluation. Teachers who demonstrate skills in creating and implementing modifications based on children’s specific needs adhere to the Learner Differences standard. For example, my secondary teachers showed support for learner differences when they devised a formal plan developed for me under section 504 of the Rehabilitation Act of civil rights law. This plan prevents instructional discrimination and protects children with disabilities in schools to receive the support needed to succeed academically. My 504 plan accommodations included notes and tests printed on 8X11 sized paper, enlarged print, time extensions for tests and assignments, and preferential seating. I have worked with children who have IEP’s some of which include small group pull-out and read-aloud tests. Here is a sample 504 plan and a sample IEP plan.