Standard Five:Learning environments and social interactions
5K8: Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage:
"Developing Membership in the Education of Deaf and Hard of Hearing Students in Inclusive Settings," was an article that helped me to understand the importance of students' different cultures and backgrounds and how those differences affect their learning. In the article, Deaf culture was specifically addressed and how the idea of making hearing loss, sign language, etc. a means for students to participate in a more hybrid learning environment of acceptance. Essentially, in my placement this was equated to culturally relevant teaching and often incorporating this pedagogy came in the form of me making word problems more culturally relevant.
"Developing Membership in the Education of Deaf and Hard of Hearing Students in Inclusive Settings," was an article that helped me to understand the importance of students' different cultures and backgrounds and how those differences affect their learning. In the article, Deaf culture was specifically addressed and how the idea of making hearing loss, sign language, etc. a means for students to participate in a more hybrid learning environment of acceptance. Essentially, in my placement this was equated to culturally relevant teaching and often incorporating this pedagogy came in the form of me making word problems more culturally relevant.
5S3: Identify supports needed for integration into various program placements:
The use of manipulative and other assistive technology such as an iPad, is one way that I saw myself being able to support my students. In the case study assignment given in this course I utilize both low tech and higher tech supports to assist my target student to stay engaged and work though lessons. Furthermore, higher tech such as iPods have been used with students who come into the classroom from the self contained room to support their understanding in literacy and math through various applications such as Reflections which is pictured below.
The use of manipulative and other assistive technology such as an iPad, is one way that I saw myself being able to support my students. In the case study assignment given in this course I utilize both low tech and higher tech supports to assist my target student to stay engaged and work though lessons. Furthermore, higher tech such as iPods have been used with students who come into the classroom from the self contained room to support their understanding in literacy and math through various applications such as Reflections which is pictured below.
5S4: Design learning environments that encourage active participation in individual and group activities:
After reading Teaching Mathematics Meaningfully I had a better understanding of the need to match students level of understanding to their learning style. Upon reading this I wanted to ensure that my classroom environment reflect this idea of active participation. In an effort to do this my students sit in table groups and work together during various subjects and instructions. Weekly centers were used to foster group work and individual work that could benefit all learners. Below are photos of students working in groups and pairs to help each other work through extended math responses.
After reading Teaching Mathematics Meaningfully I had a better understanding of the need to match students level of understanding to their learning style. Upon reading this I wanted to ensure that my classroom environment reflect this idea of active participation. In an effort to do this my students sit in table groups and work together during various subjects and instructions. Weekly centers were used to foster group work and individual work that could benefit all learners. Below are photos of students working in groups and pairs to help each other work through extended math responses.
5S6: Use performance data and information from all stakeholders to make or suggest modifications in learning environments:
Using performance data and information to make or suggest modifications in learning environments is something that I learned through Allsop et. al. Allsop et. al, discussed using assessment data to guide instruction and modify learning environments to tailor learning (p.108). After gaining this understanding I utilized this understanding and implemented various plans in the learning environment. For example, I used data collected on the NWEA Assessment to guide my students instruction in both math and reading.
Using performance data and information to make or suggest modifications in learning environments is something that I learned through Allsop et. al. Allsop et. al, discussed using assessment data to guide instruction and modify learning environments to tailor learning (p.108). After gaining this understanding I utilized this understanding and implemented various plans in the learning environment. For example, I used data collected on the NWEA Assessment to guide my students instruction in both math and reading.