Diversity
Standard 4:
Diversity To improve the learning of all students, teachers differentiate instruction in ways that exhibit a deep understanding of how cultural, ethnic, and social background; second language learning; special needs; exceptionalities; and learning styles affect student motivation, cognitive processing, and academic performance.
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Standard 4:
Rationale Teachers who respect and build upon diversity create a learning environment in which all students feel valued and supported in their learning. Respect for diversity grows out of knowledge of differences, including differences in students’ cultural, ethnic, language, social, and experiential backgrounds; differences in their physical, emotional, and social development; differences in their readiness for a particular curricular goal; and differences in their learning styles and strengths. Teachers have a rich understanding of these and other important areas of diversity as well as knowledge of curricular and instructional modifications that improve the learning of the wide range of individual learners in their classrooms.
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I believe every student deserves to feel valued and secure in their own unique selfs. Instruction should be modeled to meet the needs of students so each student has the chance to grow and learn to their own best abilities.
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Service Learning for FOUN 3000
I had the chance to do distant service learning for my FOUN 3000 class in which I helped a teacher find appropriate activities and resources to help in subject areas when teaching ELL students. I really gained insight on how students of diverse backgrounds may have different challenges and need differentiated instruction.
Class Background Inventory
I wrote also in my FOUN 3000 class a background inventory of my own personal experiences and looked at how diverse groups may relate to or have different experiences with things that I do not face.