Standard 2
Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Performance
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
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Essential Knowledge
2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
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This school year I guided my students through an argumentative writing workshop. Prior to the workshop, students were working on their SpringBoard workbook. During this time I observed a handful of students that excelled in their course work. At the end of the first two activities of the Workshop I determined that these students needed to be challenged further.
In order to meet their needs I went online to research and locate the SpringBoard Workshop grade 9 version. I then individually sat down and spoke with each student to share my observations and formative results. I informed each student that they easily met each student objective and target (and they have been for quiet some time). In other words, they needed more of a challenge to continue their academic growth. I provided each student with a new rubric. I explained to each that the rubric was for the same workshop but one grade higher. I asked them to construct their individual argumentative essay around this specific rubric.
The higher-level rubric provided the students with the challenges they needed. I also provided students with a handout consisting of persuasive language techniques and examples. I had these students read over the rubric and ask questions if certain areas of the rubric needed to be clarified.
Performance
2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs then creates opportunities for students to demonstrate their learning in different ways.
I have included my university supervisor's second observation of my solo teaching. During her visit, my students practiced the say something strategy (further explained in Standard 8). After analyzing the student's double-entry journals, I realized that I needed to adapt my instruction to increase their comprehension needs..
I first checked for student understanding by visiting with groups and questioning them about their say something comment as well as the group responses. Instead of having students take formal notes, I used my observation of oral answers to determine student progress. I also looked for deeper connections to be made in the following double-entry journal that was assigned. A majority of the students provided a deeper analysis of the text and included a higher level questioning. The observation notes provided in my supervision provide evidence that I adapted the SpringBoard instructions to meet student needs.
I believe it is important to differentiate instruction for learners. SpringBoard provides and excellent outline; however, it is the teacher who modifies lessons to differentiate for students. I plan to continue modifying and adapting lessons based on formative assessments. By doing so, I ensure that each learners needs are met.