Standard 4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
4.1 design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, cultural background, learning disability) in approaches to learning
4.2 use their understanding of students (e.g., individual interests, prior learning, cultural background, native language, and experiences) to create connections between the subject matter and student experiences
4.3 seek information about the impact of students’ specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students where appropriate
4.4 make appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLP’s), or other approved school-based individualized learning plans (ILP’s)
Artifact #1: Natural Hazards Research Lesson, Student research work
The Natural Hazards Research Lesson’s goals are for students to research a self-selected natural hazard, complete a graphic organizer explaining the cause/effect relationships behind the selected hazard, and for students to present their knowledge ethically and responsibly. With a few alternative instructional strategies and modifications for my blind 4th grade student, she was able to complete the research and present the information effectively. I first partnered her with a highly performing and empathetic peer who could help guide her to the correct website features she needed. I set bookmarks to the exact PebbleGo article about the Natural Hazard she was interested in and demonstrated to her and her partner where to find the read to me button feature. She and I conferenced together to gather the information needed for the graphic organizer. Lastly, I demonstrated how to use the voice to text feature within a Google Doc to get the researched typed and ready to be presented.
How artifact demonstrates meeting the standard:
This artifact demonstrates meeting standard 4 because I was able to make appropriate accommodations and modifications for an individual student with an identified learning need. The read to me feature was also identified and demonstrated for other students during this lesson who could benefit from the feature in PebbleGo and in WorldBook Student.
Why I chose this artifact:
I chose this artifact to demonstrate mastery of standard 4 because it was the first multi-step lesson I needed to modify for this particular student and I worked hard to make sure this student was able to complete the project similar to anyone else in the class. This lesson gave me the confidence to move forward with future lesson ideas knowing that with thoughtful accommodations and modifications, all students can master the content at hand.