InTASC Standard #2: Learning Differences
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.
Artifacts and Reflection
Artifact #1: Classroom Observations - Gender Differences
Description: This artifact represents the summary of field observation and reflection conducted to determine if male students are more likely than female students to answer questions during an ESOL Biology class.
Artifact #2: Discussion Post - Culturally Responsive Teaching
Description: This artifact represents a discussion post on culturally responsive teaching and how as a teacher I would be a culturally organizer, mediator and orchestrator of social contexts for my students.
How Do These Artifacts Demonstrate Achievement of the Standard: Artifact #1 directly explores how gender differences can contribute to differences in learning and performance. Conducting classroom observations and gathering quantitative data for analysis can help an instructor identify learning differences and design, adapt and deliver instruction that meets all their students' needs. Artifact #2 explores the role of the teacher as a mediator that helps her students access information about the values of diverse cultures and communities.
How Have These Artifacts Impacted My Understanding of Teaching/Learning?: As a female who excelled in school, I have my own personal biases about the impact of gender on learning. Conducting classroom observations that included quantitative data analysis helped me cut through my own biases and see the reality that in some situations female students are less likely to participate in classroom discussions. It also highlighted the importance of developing instructional strategies that provide all students the opportunity to actively participate in classroom discussions. This is especially important for English Language Learners that need to opportunity to practice speaking and using academic language.
As Nieto (2010, p. 49) stated, “learning needs to be understood in the broader context of the sociocultural and sociopolitical lives of students, teachers and schools.” While English and Social Studies seem like subjects well suited to include discourse on sociocultural and political topics, I have struggled to identify how to include culturally responsive teaching in the science classroom. Artifact #2 helped me identify some specific strategies that help students value various cultures.
Strengths: Both of these artifacts demonstrate my commitment to understanding learner differences and development of teaching strategies that respond to these differences.
Areas for Improvement: Learner differences can be attributed to a variety of factors including differences in individual experiences, abilities, prior education, language, culture and family background. I still have a lot to learn about how all these factors contribute to learner differences and how to create an inclusive learning environment.
References
Nieto, S. (2010). The light in their eyes, creating multicultural learning communities. New York, New York: Teachers College Press.
Related NSTA Standard
Content Pedagody - Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.