InTASC Standard 2, Learning Differences, ensures that educators recognize the differences of the individual students in the classroom. The teacher creates environments that encourage all students to succeed, despite their diverse needs. I implemented this standard by using reading groups, consulting with ELL and SPED teachers, and allowing for multiple modes of response.
#1 Leveled reading groups
The first way that I implement the learning differences standard is by using reading groups. I group students together by their reading levels and instructional needs. This allows me to teach students at the appropriate level and ensure that all students were getting direct instruction that would allow them to succeed. Additionally, when students weren’t in a small group with me, they were practicing skills in a variety of ways including listening activities, hands-on activities, writing activities, etc. By using groups in this manner, students not only received individualized instruction but were able to reinforce the content in a variety of ways to meet their needs.
#2 Consulting with specialists
The second way that I implement the learning differences standard in the classroom is by consulting with ELL and SPED instructors. By working with other professionals, I was able to best serve my students who needed additional support. For example, the SPED teacher would assist the SPED students during math centers each day to ensure that they were receiving instruction on the appropriate level. Each day when our SPED instructor came to class, we briefly discussed how we could each support our SPED students. In the photo above, one of our students is utilizing an adjustable number line to complete addition and subtraction activities. This was an accommodation made specifically for this student after consulting with Mr. Schwarts about how to best serve the student.
#3 Multiple modes of response
The last way that I implement the learning differences standard, is by allowing for multiple modes of response. Each day I began math instruction with a whole group activity to introduce, or review a math concept as a class. Sometimes students would respond orally or using manipulatives. Other times we would use whiteboards or the smartboard. Sometimes students work in pairs or groups to respond. By utilizing multiple modes of response, students were able to participate in ways that felt comfortable and appropriate for them. This photo shows a student participating in morning calendar work using the smartboard. While this particular student struggled to answer orally, I noticed that he had much more success in answering using technology.