DIFFERENTIATED LEARNING:
STANDARD:
demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
- Discern individual, student and group differences (e.g., intellectual, cultural, social).
- Support individual student’s physical, social, emotional, cognitive, and moral development.
- Observe how students learn and thus ascertain different learning styles.
- Identify when and how to access appropriate services or resources to meet learner’s needs.
- Identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.
- Make appropriate provisions and adaptations for individual students who have particular learning differences or needs.
- Understand and make connections to students’ experiences and backgrounds in planning and implementing curriculum.
- Demonstrate understanding of and sensitivity to issues of diversity and equity during the design and assessment of instruction.
NARRATIVE:
In the theater, it is very important to be able to differentiate learning. When is a student able to get on stage, and when is their fear a legitimate barrier? One sixth grade student, during a school-viewed Mock Trial for his ELA class, had a fear of being on stage, but wanted to participate in the project. He agreed to be projected on screen - live - via AppleTV while conducting his part of the trial in my office on video. He was able to participate live while also having his needs met.
Another student, a second grader in my first year, had difficulty in his specials and was often missing time. I worked one-on-one with him to learn some basics of technical theater so that he was able to participate in his class concert by running lights, even if he wasn't able to be up on stage.
I've also used, extensively, my familiarity with Multiple Intelligences theory to differentiate my instruction to students who learn more kinesthetically, logically, verbally, etc. I will often use visual and verbal means to relay a lesson. Further, I offer a variety of options for a student completing a task so that their final product might look different from another's.
Another project I am proud of is the senior play of 2015. There was not supposed to be a senior play, but the senior class needed to come to school over April vacation to graduate on time. They agreed to do a senior play. We had 22 students, only two of which were in the theater program, and many of which had never been involved in a play. We had acting teams, research teams, costume teams, tech teams, prop te
In the theater, it is very important to be able to differentiate learning. When is a student able to get on stage, and when is their fear a legitimate barrier? One sixth grade student, during a school-viewed Mock Trial for his ELA class, had a fear of being on stage, but wanted to participate in the project. He agreed to be projected on screen - live - via AppleTV while conducting his part of the trial in my office on video. He was able to participate live while also having his needs met.
Another student, a second grader in my first year, had difficulty in his specials and was often missing time. I worked one-on-one with him to learn some basics of technical theater so that he was able to participate in his class concert by running lights, even if he wasn't able to be up on stage.
I've also used, extensively, my familiarity with Multiple Intelligences theory to differentiate my instruction to students who learn more kinesthetically, logically, verbally, etc. I will often use visual and verbal means to relay a lesson. Further, I offer a variety of options for a student completing a task so that their final product might look different from another's.
Another project I am proud of is the senior play of 2015. There was not supposed to be a senior play, but the senior class needed to come to school over April vacation to graduate on time. They agreed to do a senior play. We had 22 students, only two of which were in the theater program, and many of which had never been involved in a play. We had acting teams, research teams, costume teams, tech teams, prop te
EVIDENCE:
And here is a sample assignment from the Arts Pathway class:
Here is a letter to Elementary students explaining an audition process which understands that students will have varying levels of understanding as it pertains to Shakespearian language: