## Standard Reflection P2

### February 26, 2013

P2 – Practice differentiated instruction.

Practicing differentiated instruction is taking each individual’s students strengths and weaknesses into account and adjusting accordingly to help them learn. For example, a student who may have trouble with language acquisition, perhaps an ELL student, would have difficulty with assignments that are primarily written. A student that may be advanced and have skills above those of other students may find themselves bored and unchallenged by the content in the class. In both of these examples, the teacher would need to intervene or plan methods to help these students learn. Instead of “teaching to the middle”, teachers try to take advantage of each student’s unique abilities.

When I am planning for a lesson, differentiating the instruction for students is an important part of the lesson. Some of the students in my class will excel at the content and some will have difficulty understanding portions of it. For each of these students, I will need to plan activities. For example, in my beginner’s class there are certain students that are proficient in the program were using and finish the assigned tasks quickly and accurately. On the other hand, some students have trouble applying the lesson to the assignment and will quickly become stumped.

For the students that meet targets with ease, I need tasks for them to do to maximize the content they are learning. In this example, the student masked items in their collage with skill and precision. They had no problem understanding and applying the tools. If this student is not challenged, he will become bored and learn nothing. If I continually nitpick his current assignment, I undermine his confidence and am not really helping him excel. For these sorts of students, I assigned an extension that builds on the skills they’ve already learned within the collage, but also that challenges them to apply what they already know to something new. For this assignment, I ask students to edit themselves believably into another photo using the tools we just used in the collage.

For students that fall behind, I need to allow for extra time and attention for these students to become proficient. This student is challenged by the content as wasn’t quite sure how to use the tools. He tried to meet the assignment criteria, but didn’t have a great grasp on the tools. Some of these students genuinely do not understand the content, but most of them have issues with motivation or creativity. Part of this stems from poor motivating force from my end, but some of this stems from problems that may be beyond my control. For these students, I try my best to give them multiple different ways to succeed, multiple different explanations, and as much time as I can to help them succeed. For the collage, many of these students had trouble understanding what was expected of them and I would constantly need to refer back to the handout I gave them that listed the exact requirements. Perhaps these students are unable to comprehend the list well, but once I explain it, or show them examples, most students begin to understand and perform.

I learned a lot from this experience with the students. It was something that I did not have a lot of experience with. When I learned about differentiated instruction, the parts that were emphasized most were how teachers bring up the students who can’t succeed. From his experience, I learned that it is not only the low achieving students, but also the high ones that will need adjusted lessons to help them meet their potential. It had not occurred to me that the high achieving students would need extra attention, as well.

Differentiating instruction is an extremely effective way to plan to help students succeed no matter their level of ability. Whether they need more help or more challenging content, students will gain more from differentiating instruction than by averaging out the objectives to meet the majority of the class’s needs.

For future lessons, I think I need to explicitly express how I plan to address students with varying abilities. For this lesson, I hadn’t planned more challenging content for higher achieving students. I asked my mentor for assistance, and he suggested the method I used above. This really helped me understand differentiated instruction a bit more, and I feel I need to be able to plan for all these inevitable student differences.

## Standard Reflection H2

### January 28, 2013

H2 – Honor student access to content material.

Students learn differently. There are many different ways students can be taught, and some of these are more effective for certain students than others. For example, some students learn best from listening to a lecture and following those auditory directions. Some students learn better by seeing an example and then attempting to replicate the results. Others are better at imitating the motions until they can perform it perfectly. Students learn differently and it is the teacher’s job to teach to their strengths.

This topic isn’t quite so simple for some of my classes. For example, there are students in my class that are ELL or have 504s. For these students, utilizing academic language or even properly understanding and expressing themselves becomes a challenge. Because of this, it is important that students have multiple forms of instruction to allow each student access to the content. In my class we try to utilize a number of different teaching tools to help students meet the objective and get a good grasp on the material.

When teaching a lesson it is important that in our class we present a rubric with the learning objective clearly stated, we state the learning objective during the lesson, and that we show examples of these objectives in not only our rubrics, but in our demonstration. In this way, we teach to as many strengths as we can, and then give individual attention to those who need the extra assistance. Motivation aside, by teaching the lesson in multiple ways, teachers gain the benefit of being able to reach as many students as they can utilizing these different methods for the same goal.

Because students receive the objectives and content in the lesson in a number of different ways, the students are more likely to retain at least one of the methods and be able to succeed and achieve their objectives. This helps not only the majority of the student population, but also the students who need extra help due to the additional challenges they each may be facing. Unfortunately, this may not be enough and it will also be important, in my class, to give each student individual attention so that they aren’t at all confused about how the achieve their goal or what direction to be heading in.

To improve student access to content material, I think that there may be even more methods I could use to help students grasp the concepts and objectives. I’m still researching ways to effectively integrate these different methods into my class to better my lessons and student achievement.

## Standard Reflection O1

### January 21, 2013

O1. – Offer an organized curriculum aligned to standards and outcomes.

Teachers must endeavor to plan lessons that have learning targets for students with objectives that they can clearly understand. It is also important that these objectives be measurable in that students and teachers are able to gauge their progress towards these goals. It is important that students clearly understand what is expected of them, and also clearly understand what it is they’re trying to achieve. In this way, students can better plan for meeting targets and check their own progress.

One of the lessons I was recently writing was challenging. When I sought help from my mentor teacher he pointed out that my objectives were too broad and not easy to understand. This was an important part of lesson planning that I still struggle with. Making objectives clear for students is important as students in my class need to know that, for example, today we are learning how to use the brush tool. The objective, for them, is to demonstrate a simple exercise. Students by the end of this lesson will be able to render a composition with the brush tool. Students will know the objective, be given the tools and instruction necessary, and assistance to achieve these targets. They will be able to see how far they’ve grown just by looking at what they have demonstrated. That is my hope, anyway.

By understanding that objectives must be clear for students, I think it improves how students will come to understand what is expected of them in class. On more than one occasion, I have wondered if I was too vague, but with simple and clear objectives for students I can proudly state what is their target and how they can reach it. I’m sure that this not only helps me when writing a lesson, but students as well. When my objectives were too general and broad, I can recall more questions on what exactly was expected, but when they were simple and succinct, students were much more engaged in their task.

When planning objectives it is difficult for me to state explicitly, “This is what students will be able to do..” This statement sounds so simple, but to me it sounds restrictive. If a student will *only* be able to do this by the end of the lesson, where is my room for students to explore or find their own methods and means for success? Art is a topic where some areas are not measurable and where objectivity is not always an option. However, for many classrooms and even for much of an art classroom, it is important to offer these lesson where the objectives are made extremely clear to students. If I stated that by the end of the lesson the student will be able to paint a sunrise, they would still need the requisite skills in painting, even if their particular style makes it difficult to judge the quality of the painting (in some cases). In this way, I think that planning these art lessons is difficult. Finding these measurable targets for learning in art is challenging. I want my students to be able to understand what it is they’re attempting to undertake, how they can get there, and also how close they are to achievement, but to tell them that their particular style is not conducive to my assessment of their progress is disheartening. It is something I constantly struggle with. Maybe with proper planning some of these doubts could be alleviate, but I am still suspicious. Perhaps my understanding of this standard is suspect.

It is extremely beneficial to have teachers wiser than I to look to for support. With each lesson I write, I hope the objectives for myself and the students are clearer and more easily gauged. I will continue to ask my mentor for assistance on my plans, as his feedback is invaluable not only as a much more experienced teacher, but as a different perspective that lends itself well to some of my broader thoughts.

## Standard Reflection H1

### January 10, 2013

H1 – Honor student diversity and development.

The standard H1 is a challenging one to meet in curriculum centered school systems. H1 has teacher candidates support students with learner centered strategies that focus on the individual needs and experiences of the student. This means that not all students will arrive to a class at the same level of preparedness, but each will bring their own unique strengths and weaknesses. To address this, lessons need to be aware of the differences and adjust accordingly so that every student in the class gets a relevant and appropriate growth experience. This means providing opportunities for all students with necessary steps taken to allow the expression of culture and self and also their level development relative to the challenge of the program.

A short while ago, my class was assigned a sticker project. In this project, students were directed to create the design for a sticker, print the sticker, and then weed it. The design process held some technical challenges and printing and weeding went fairly smoothly when students understood the steps involved. However, the most challenging area for most students was choosing the design for their stickers. The guidelines for the assignment limited the size of the sticker and also stipulated that their design must be original. With this in mind, students were perplexed as to what they could create that would meet the assignment criteria and, more importantly, how their sticker would represent them. It was difficult for some students to communicate their ideas, so they were encouraged to make stickers that represented themselves or things they found important. Some students went with geometric shapes, unsure of how to best represent their specific interests and cultures, but many chose designs that were influenced by who they were, and what they valued.

By allowing students the ability to express themselves and the importance of their ideas as individuals, I think more students became invested in what they were doing. It also allowed students who were not as apt at design as their counterparts to create designs that may not have been as technically impressive, but were of similar quality due the representation of their ideas or identities. This gave all students the chance to make something relevant and important with fewer difficulties regarding experience and knowledge. This was refreshing as implementing assignments seems to be very curriculum centered with each student having to achieve the same goal, but with this it seemed very much that each student were given opportunities to express themselves and also took into account where they were at developmentally.

I think students took more from this assignment than from some of the assignments with a much more rigid curriculum centered focus. It allowed them express themselves as individuals and also made it so that each student didn’t feel pressured to play keep up if they met challenges that others had already overcome.

I think that to improve on this as a teacher, I be more aware of how the students in my class face assignments. Is it something relevant to them? Will they all be able to learn from it? These are questions that I think I need to ask before working on any project. If they aren’t interested, or completely hopelessly lost, then the lesson won’t work. It is more important to teach to their strengths and identities so they can feel more apt and more connected to what they are learning.

## H1- EDU4200- Lesson Plan Reflection

### December 4, 2012

EDU 4200 taught us, my peers and I, to think about strategies for diverse learners. As standard H1 states, ” Honor student diversity and development. Teacher-candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.” EDU 2400 was important in addressing these issues and how we as teachers should think about how to best help our students in a number of ways. This lesson plan was one of many activities, and perhaps one of the ones we had the most trouble with. The purpose of this class and the lesson plan were to learn ways that we could better assist and teacher our students, especially students who may be on the margins, and without an easy grasp on the opportunities that their peers may have. When crafting this lesson plan, including this response to how we would better help these learners was an important issue, but also a very challenging one. This lesson plan made me think about these students that need these considerations and how best to accomplish them, and this lesson plan helped me understand that.

As a great teacher once told me, “Most of the things in lesson plans are what great teachers do intrinsically.” This statement really resonates with me. Unfortunately, I am not a great teacher yet, but am striving to achieve it. Some parts of this lesson plan were very confusing to me. When we talk about students in the context of diverse learners or marginalized populations, we are not usually talking about individuals and all the special intrinsic baggage that comes with them. In this way, it is hard for me to connect some of the content I was learning about in the class and the lesson plan as it related to my person experiences. When I have a relationship with some of these students, it becomes more difficult to differentiate between these general observations about marginalized students, and becomes more pertinent that I treat each individual student differently. I hope this doesn’t make me less of a teacher, as I try to assist each student in a way that seems as if it would help them the most. I think this reflects somewhat the idea of differentiated instruction. Not only will I be teaching the whole class new ideas and content that will help them as they venture off into the world, but I’ll be adjusting as necessary to help each student, and then even again to help them with challenges individually. This idea makes sense to me more than some of the other things we discussed, but I think that this is somewhat due to the experiences I’ve had during my internship. Students will not fit within these homogeneous groups we talk about, but I understand more the importance to be aware of strategies that may help students experiencing problems described by some of these aforementioned groups. In the future, with more time, I hope to understand these issues better to aid my growth as a good teacher.

This lesson plan has made think a lot about how I will need to help my students learn. It has made me aware of some of the challenges I face and must learn more about. I wish that there were more time for EDU 4200, as I feel that there is more to be discussed, not only about the content, but also our experiences as we learn and teach.

## Standard Reflection- P3

### November 16, 2012

P3 – Practice standards-based assessment.

On Thursday, November 15th, I presented a lesson on 6 of the color relationships during our small unit on color theory. I lead students in a discussion about the 6 relationships; Monochromatic, Analogous, Complementary, Split Complementary, Primary, and Secondary. By using a slide presentation that presented each of these relationships and also using student discussion and responses, I could formatively assess some of the group and how they understood the lesson. I attempted to include this more formative focused lesson in light of some suggestions I received from my coordinator on my previous lesson. When students were asked to identify the color relationships, I asked students to raise their hand if they could summarize to the class one of each of the color relationships. Most students were unsure and did not raise their hands, but could participate more effectively when one of their classmates explained it in terms they could understand. We also split into groups during this lesson to assess the color relations in 4 different magazine colors. Each group tried to determine what each color relationship was, and then we came back together to discuss what we had learned. During the discussion I talked to various groups to assess their understanding of the color relations so that I could better tailor the rest of the discussion toward addressing the issues they may be having understanding the color relationships.

After discussing these ideas together, the groups split apart into individuals and we started work on an assignment that they could each apply the color relationships to.

During the discussion, I had particular things I was looking for from the students. If they didn’t meet these objectives, I would help lead their questions to make their learning more effective. In this way, I had to use different strategies to help them understand the objectives and concepts that we were discussing.

A big part of the P3 standard is using standards based assessment to help teachers learn how they can implement better strategies to help their students learn more effectively. By using formative assessment, teachers can measure the progress of each student. If a student doesn’t learn effectively from a certain strategy, it helps that the teacher understands and adjusts the lesson to be better and more effective.