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- understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works;
- understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning
- understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;
- understand the concept of addressing the needs of the whole learner;
- collaborate with other professionals to improve the overall learning environment for students;
SAMPLE PORTFOLIO ARTIFACT #3
Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
Subparts: The teacher must:
- understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student's strengths as the basis for continued learning;
- understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;
- understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;
Name of Artifact: | Student Interviews |
|---|---|
| Original Date of Artifact: | 11/04/2013 |
| Course/Field Experience: | Teaching Secondary Reading and Literature |
| Rationale Statement: Provide a description of why the artifact was selected to demonstrate success with the indicated standard and subparts. | This artifact demonstrates my ability to work with students of diverse needs and talents. I interviewed three students of different academic achievement, and I used this information to guide my planning for a lesson on pronouns for my sixth grade placement. Of these students, one student was autistic, one student was an ELL student, and one student was a low achieving student. This artifact encompasses subparts A, E, and G. |
Reflection: Reflect on the submission. Why does it demonstrate ability with the specified standard(s)? Let the reviewer know why it provides evidence of your growth as a teacher. | My cooperating teacher guided me in my selection of three students to interview. She specifically chose students who did not fit the stereotype of the “normal” high-, middle-, and low- achieving students. I really enjoyed the process of specifically talking to each of these students to learn what ways they enjoy learning best and what kinds of activities really motivate them. Interviewing students really helped me to remember that individual students would be coming away from the lesson I was teaching with specific knowledge about the subject matter; my lesson wasn’t being planned for a general sixth grade class. Interviewing these students helped me to understand and appreciate the differences between students’ learning processes, and I attempted to plan my lesson so that students would learn through a variety of instructional strategies. Before doing this assignment, I had a vague idea that students learned differently, but I really had no idea of what the unique needs were in my own cooperating classroom. My cooperating teacher is really good at building relationships with the students, and because she has those relationships to guide her planning, it assisted me in my own planning. In the future, I will want to capitalize on those relationships and use them not only to be an influence in a student’s life but also to plan my instruction in such a way that student learning is maximized. |
| Attached Documents: | Student Interviews.doc |