Standard One | Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Artifacts
Hot Topics Presentation | Fall 2011 | |
File Size: | 95 kb |
File Type: |
Artifact Description
For this artifact, my two group members and I researched and presented a "Hot Topics" Presentation in our Curriculum and Instruction 401 Course: Introduction to Teaching in a Diverse Society. We were randomly assigned to one of the following "Hot Topics": Increasing the Number of Minority Students in Accelerated Classes, Culturally Relevant Mathematics Teaching, Social Justice Mathematics, Supporting ESL/ELL Students in the Mathematics Classroom, and Working with Special Needs Students in the Mathematics Classroom. This group presentation project allowed us to explore on a current "Hot Topic" related to diversity in math education. The project intended to raise awareness of important professional issues pertaining to the mathematics classroom. Our group was assigned to research the topic on the number of minority students in accelerated classes. From researching peer reviewed articles, we defined the population of minority students, misconceptions about the achievement gap, and strategies that may help increase minority students in accelerated classroom based on research.
To read my reflection about this artifact please click here
For this artifact, my two group members and I researched and presented a "Hot Topics" Presentation in our Curriculum and Instruction 401 Course: Introduction to Teaching in a Diverse Society. We were randomly assigned to one of the following "Hot Topics": Increasing the Number of Minority Students in Accelerated Classes, Culturally Relevant Mathematics Teaching, Social Justice Mathematics, Supporting ESL/ELL Students in the Mathematics Classroom, and Working with Special Needs Students in the Mathematics Classroom. This group presentation project allowed us to explore on a current "Hot Topic" related to diversity in math education. The project intended to raise awareness of important professional issues pertaining to the mathematics classroom. Our group was assigned to research the topic on the number of minority students in accelerated classes. From researching peer reviewed articles, we defined the population of minority students, misconceptions about the achievement gap, and strategies that may help increase minority students in accelerated classroom based on research.
To read my reflection about this artifact please click here
Peer Teaching Template | Fall 2012 | |
File Size: | 199 kb |
File Type: |
Artifact Description
This artifact is a Peer Teaching Template that a classmate and I drafted before co-teaching a lesson on regular polyhedra (Platonic Solids) in a diverse classroom setting scenario. Some of our classmates role-played as an ELL student, Gifted Student, reluctant student, unmotivated student, and struggling student during a 30 minute segment of the lesson. We completed this template and enacted the lesson in our Curriculum and Instruction (CI 403) class during Fall 2012. The lesson required students to connect their prior knowledge on a previous lesson of angle summing in regular polygons (2-Dimensional) and make conjectures exploring how many regular polyhedra (3-Dimensional) exist. This artifact highlights the importance of recognizing diverse characteristics of each student in the classroom and how that applies when planning a lesson. During our planning, we took into consideration the common core math standards, students' prior knowledge, objectives of the lesson, seating charts, and most importantly differentiated instruction. We also included scripts, transition, and questions to address the needs of each student. In particular, we planned what accommodations should ELL students be provided. Moreover, we took into consideration how to support a gifted student, reluctant student, unmotivated student, and struggling student.
To read my reflection about this artifact please click here
This artifact is a Peer Teaching Template that a classmate and I drafted before co-teaching a lesson on regular polyhedra (Platonic Solids) in a diverse classroom setting scenario. Some of our classmates role-played as an ELL student, Gifted Student, reluctant student, unmotivated student, and struggling student during a 30 minute segment of the lesson. We completed this template and enacted the lesson in our Curriculum and Instruction (CI 403) class during Fall 2012. The lesson required students to connect their prior knowledge on a previous lesson of angle summing in regular polygons (2-Dimensional) and make conjectures exploring how many regular polyhedra (3-Dimensional) exist. This artifact highlights the importance of recognizing diverse characteristics of each student in the classroom and how that applies when planning a lesson. During our planning, we took into consideration the common core math standards, students' prior knowledge, objectives of the lesson, seating charts, and most importantly differentiated instruction. We also included scripts, transition, and questions to address the needs of each student. In particular, we planned what accommodations should ELL students be provided. Moreover, we took into consideration how to support a gifted student, reluctant student, unmotivated student, and struggling student.
To read my reflection about this artifact please click here