Standard+3

Home Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 Standard 10

Standard 3 The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently. **

Evidence 1:

Rationale 1: This lesson was written for 8th grade Earth Science students. Working in collaborative groups, students made connections between plate tectonic boundaries and the locations of past and current earthquakes using the United States Geological Survey Web site. After a teacher demonstration of the concept of Earth’s fault lines, showing an animation model of Pangaea (super continent), and discussing the theory of plate tectonics and continental drift, students demonstrated their understanding of the concept by creating a PowerPoint presentation of one-week tracking of current earthquakes, patterns they found from the tracking, and research on earthquake predictions at fault lines. Students were broken up into groups with varying learning abilities. Each student was responsible for one part of the project which allowed students to pick tasks that meet their needs and ability levels.

As the teacher, this evidence was important to me because I was able to assess each student’s performance on their task in the presentation, and be able to differentiate for each student. Through observations, I was able to see how students work together with varying ability levels. Also, students were offered an extension to the project. They could compare a variety of magnitude scales, including the Richter Scale, or create a three-dimensional model illustrating plate tectonics theory, continental drift, or fault lines. Students were able to demonstrate their knowledge in a way that meets their needs. The student outcomes showed their motivation and understanding by extending their learning doing an extension opportunity. Using the different learning styles to teach this unit, student were more on-tasked and produced a better end project.

KSD 3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. By accessing prior knowledge, demonstrating using actual object and an animation, class discussion, and creating a PowerPoint, I was able to approach the teaching of earthquakes and plate tectonics in a variety of ways. This allowed my students to use their strengths in the project.

3.S.1 The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs. By having multiple tasks given to the group, a differentiation opportunity was given to students by being able to pick a task that fits their academic needs and developmental levels. All students in the group learned from the project.

3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success. Giving students many different ways to show their understanding, students were able to excel and extend their knowledge. While having students with many different learning abilities, this lesson allowed each student to show their knowledge by the picked task, and learn from the other students in their group.