Standard #2: Knowledge of Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support his or her intellectual, social, and personal development.
The teacher understands how children learn and develop, and can provide learning opportunities that support his or her intellectual, social, and personal development.
Teachers should understand that all children have a different learning style and develop in a unique way. It is important to provide a variety of opportunities that support learning and encourage intellectual, social, and personal development in order to accommodate for all students. Teachers should have a full understanding of each child in the class and know each student’s strengths, areas of growth, interests, etc. in order to support learning fully.
The material that I chose to represent InTASC Standard #2 is an accommodation made for a student who has trouble getting his ideas down on paper. He is a very intelligent student with many advanced ideas for his age, yet he rarely gets any writing done during writer’s workshop. After working with him for some time and discussing his ideas for the How To writing unit, the student admitted that he often tried very hard during writing but was often discouraged with his spelling and handwriting preventing him from getting the ideas down before he forgot them. Together we looked at a self-reflecting rubric and identified areas he wanted to work on in regards to handwriting and also agreed that he needed help planning his ideas to record them before forgetting them. After this discussion, I wrote out his thoughts on post-its and placed them on each page so he could copy them down. All of the words and ideas I wrote down on the post-its were his own, and having them written down allowed him to work on handwriting and the actual creation of his How To book without forgetting what he wanted to say or getting overwhelmed. This was a very successful accommodation that allowed him to produce written work that he was proud of without frustration. We also discussed using an iPad to record his ideas through a voice recording app and playing it back when he forgot an idea. This accommodation may be useful in the future, however he is only in first grade and may need some practice with the app before moving towards this.
InTASC standard #2 states that educators understand all students have similar patterns of learning at a given age, yet they develop uniquely cognitively, socially, emotionally, and physically. That being said, it is important that as teachers we know and understand each individual student in order to support him or her during learning. We should use the information obtained about each student to select and design appropriate instruction and assessments for students to help him or her be successful. Helping the student record his ideas, and having the post-its on each page of the How To book, gave him the support he needed to be successful.
The artifact above shows my growth and development as a teacher because it demonstrates my understanding of supporting a student due to his specific learning needs. This experience helped me to see that students can be successful if you consider their learning style and know their strengths and areas of learning that need support. The student that I worked with is very intelligent and was able to show this with a minor accommodation. Having discussions with my cooperating teacher allowed me to understand that the student did have some developmental delays, which helped me to understand him as a learner and plan learning experiences that supported his learning. In the future, I will think about all students while lesson planning and how to support them in order to be successful.
The material that I chose to represent InTASC Standard #2 is an accommodation made for a student who has trouble getting his ideas down on paper. He is a very intelligent student with many advanced ideas for his age, yet he rarely gets any writing done during writer’s workshop. After working with him for some time and discussing his ideas for the How To writing unit, the student admitted that he often tried very hard during writing but was often discouraged with his spelling and handwriting preventing him from getting the ideas down before he forgot them. Together we looked at a self-reflecting rubric and identified areas he wanted to work on in regards to handwriting and also agreed that he needed help planning his ideas to record them before forgetting them. After this discussion, I wrote out his thoughts on post-its and placed them on each page so he could copy them down. All of the words and ideas I wrote down on the post-its were his own, and having them written down allowed him to work on handwriting and the actual creation of his How To book without forgetting what he wanted to say or getting overwhelmed. This was a very successful accommodation that allowed him to produce written work that he was proud of without frustration. We also discussed using an iPad to record his ideas through a voice recording app and playing it back when he forgot an idea. This accommodation may be useful in the future, however he is only in first grade and may need some practice with the app before moving towards this.
InTASC standard #2 states that educators understand all students have similar patterns of learning at a given age, yet they develop uniquely cognitively, socially, emotionally, and physically. That being said, it is important that as teachers we know and understand each individual student in order to support him or her during learning. We should use the information obtained about each student to select and design appropriate instruction and assessments for students to help him or her be successful. Helping the student record his ideas, and having the post-its on each page of the How To book, gave him the support he needed to be successful.
The artifact above shows my growth and development as a teacher because it demonstrates my understanding of supporting a student due to his specific learning needs. This experience helped me to see that students can be successful if you consider their learning style and know their strengths and areas of learning that need support. The student that I worked with is very intelligent and was able to show this with a minor accommodation. Having discussions with my cooperating teacher allowed me to understand that the student did have some developmental delays, which helped me to understand him as a learner and plan learning experiences that supported his learning. In the future, I will think about all students while lesson planning and how to support them in order to be successful.