Diversity
Diversity is defined as a variety or a point of difference, but in our classrooms diversity means so much more. It means understanding that each child, regardless of their skin color, disability, or socioeconomic status, is unique and special and that they should be treated with respect. To accomplish this goal we have to create a safe, positive, and nurturing environment, so that we can learn from one another without fear. We are then able to celebrate and embrace the differences that are amongst us all. As teachers we must establish this type of classroom atmosphere along with implementing differentiated instruction. As author McCarthy states, “The core of differentiation is a relationship between teachers and students” (Edutopia, 2014). He goes on to say that, “the teacher’s responsibility is connecting content, process, and product, while the student responds to learning based on readiness, interests, and learning profiles” (Edutopia, 2014).
Differentiated instruction involves using a variety of delivery formats such as videos, readings, and graphic organizers. Giving students options to explore their content helps our students find ways to connect with the information in a meaningful and authentic manner. The process involves how our students make sense of what they have learned. Providing our students with the opportunity to reflect on their learning helps them grow and it provides our teachers with a way to monitor their academic progress. The most common aspect of differentiated instruction is the product. Allowing our students to choose the product that they want to create, to demonstrate their learning, can be more reflective of what they have actually learned. Today’s classrooms are filled with students that are culturally and linguistically different from one another as well as having different learning preferences and cognitive abilities. Providing them with differentiated instruction, in our classrooms, ensures that we are able to meet their academic needs.
My experience in the Instructional Technology Program at Kennesaw State University along with my teaching experience at A. L. Burruss Elementary has allowed me to share my knowledge, skills, and dispositions in technology with my staff and my students. The list below highlights several learning experiences that I have taken part in to meet the needs our diverse population.
- Modeled lessons and training for staff members to integrate technology into their classrooms to promote higher level thinking skills.
- Consistently reviewing websites and programs for bias’ and cultural insensitivity.
- Providing staff members with technological resources to bridge the gap between home and school.
-Modeled the implementation of technology in our gifted units to foster creativity and higher order thinking skills during our monthly gifted meetings.
- During our weekly data PLCs I have collected and utilized data to help guide my instruction and increase student learning.
- Advocated for increased technology in grades K-2.
References:
McCarthy, J. (2014, July 23). 3 Ways to Plan for Diverse Learners: What Teachers Do. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
Differentiated instruction involves using a variety of delivery formats such as videos, readings, and graphic organizers. Giving students options to explore their content helps our students find ways to connect with the information in a meaningful and authentic manner. The process involves how our students make sense of what they have learned. Providing our students with the opportunity to reflect on their learning helps them grow and it provides our teachers with a way to monitor their academic progress. The most common aspect of differentiated instruction is the product. Allowing our students to choose the product that they want to create, to demonstrate their learning, can be more reflective of what they have actually learned. Today’s classrooms are filled with students that are culturally and linguistically different from one another as well as having different learning preferences and cognitive abilities. Providing them with differentiated instruction, in our classrooms, ensures that we are able to meet their academic needs.
My experience in the Instructional Technology Program at Kennesaw State University along with my teaching experience at A. L. Burruss Elementary has allowed me to share my knowledge, skills, and dispositions in technology with my staff and my students. The list below highlights several learning experiences that I have taken part in to meet the needs our diverse population.
- Modeled lessons and training for staff members to integrate technology into their classrooms to promote higher level thinking skills.
- Consistently reviewing websites and programs for bias’ and cultural insensitivity.
- Providing staff members with technological resources to bridge the gap between home and school.
-Modeled the implementation of technology in our gifted units to foster creativity and higher order thinking skills during our monthly gifted meetings.
- During our weekly data PLCs I have collected and utilized data to help guide my instruction and increase student learning.
- Advocated for increased technology in grades K-2.
References:
McCarthy, J. (2014, July 23). 3 Ways to Plan for Diverse Learners: What Teachers Do. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy