Standard+3

= = =Standard 3= ==The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.==
 * Standard 1 *Standard 2 *Standard 3 *Standard 4 *Standard 5 *Standard 6 *Standard 7 *Standard 8 *Standard 9 *Standard 10

= = =Evidence: Edmodo Unit= - various components of the hybrid unit - mini unit layout

=Rationale=

For standard 3 I chose to showcase my Edmodo unit that was created in EDT672. For this particular unit I treated it as a hybrid course. Students had to come to class everyday and learn traditionally (since they are only in 5th grade), but once the traditional portion (discussion, video clips, etc.) was done they had an additional Edmodo learning experience that was self-led. Each student was responsible for completed the required components during the second half of our science time, and since this required a lot of reading & writing skills I was able to incorporate it into my literacy block as well. This unit was developed to meet the 5th grade science standards, which basically states that all fifth graders must enter 6th grade with a basic understanding of classes of animals within the vertebrate’s phylum. The creation of this unit also aided students because it was a different way to view lessons & learning targets, and demanded a lot of thought. No one can avoid a discussion when a classroom expectation is that all students must participate on Edmodo. There is no way to sit back and wait for those extroverts to answer all the questions. This unit was actually taught in my classroom, and I ended the unit with a formal assessment. They did significantly better than years prior! I’m convinced that it was because of this hybrid format where my students were more responsible for their learning, and are required to participate in engaging discussions where time is allotted before a response is given. Some students can’t think well with time fighting against them, and a traditional classroom teacher only has a few seconds to allot for “wait time”. If a student consistently doesn’t have information come to them in that allotted wait time they’ll become discouraged and dismissive. This piece of evidence was a launching point for me. After creating a unit in Edmodo I really fell in love with how easy it was to use. It allowed me to extensively plan out excellent units where my learners could differ their educational approach. Also, I was able to stick a ton of valuable resources into each section of Edmodo. Some of them were required and others were extra, but students could pick and choose based on their learning preference. This allowed me to meet the diverse needs of my students, and because students were engaged in this online learning atmosphere it left me a chunk of time each day to assist my students with learning disabilities. The best part is that come next year I can continue to pull in more valuable resources, but my general outline will still be ready to go!

=KSDs=


 * 3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. **

Through the utilization of Edmodo I was able to put multiple resources into every lesson within the vertebrates unit, and they came from a ton of different intelligences. I found songs, video clips, readings, and mini-experiments or observation techniques that could be utilized by those kinesthetic learners. Those my kids loved the best because they were required to step out into nature and identify the concepts we were talking about! Because student choice is such an easy option for these units my students were able to (unknowingly) choose instructional materials to utilize that helped build off of their strengths.


 * 3.S.1 The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs. **

The district curriculum helped guide me to this particular topic, and through an informal introduction to vertebrates I was able to decide where my students were with their knowledge and understanding of the topics we’d be working with. Through this use of this simple informal assessment I established what stage of learning they were at and what they still needed to learn.


 * 3.D.2 The teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence.” **

I show my appreciation for human diversity by differentiating my instruction and learning experiences. This can be seen by all of the songs, video clips, various readings, artistic portions, and movement-based learning opportunities that students can embrace.