Rationale for Diversity Portfolio/Practicum Assignments

Context

This artifact was completed as part of a block one practicum assignment. The portfolio consisting of observations, interviews, and a synthesis of all, was constructed at Appalachian State University under the advisement of Rose Matuszny, Block I instructor, and under the advisement of Mrs. Wilson, a first grade teacher and Mrs. Doe, a third grade teacher at Hillcrest Elementary School in Morganton, North Carolina.

The observations, interview of diverse learners, and an interview of the coordinating teacher have been compiled in a synthesis report in which I have described how these experiences have helped me to accommodate for the diverse needs of students now and in the future.

Impact

The construction of this artifact has not only benefited me as a future teacher, but has also impacted the students which took part in it, and will benefit the students that I hope to teach in the future. As a teacher this artifact has helped me to be more observant of diverse students in classroom that learn in various ways. Through the observations and interview of a diverse learner I have become more cautious when constructing lessons and using instructional strategies, to accommodate for the needs of all learners in the class, whether learning disabled or severely handicapped learners.

By completing this artifact I have not only benefited myself but also the students that took part in it, and the students that I will someday teach. Students now feel more comfortable to learn under my instruction. Through observations and interviews I have become more aware of differing learning styles with which to employ while instructing my students. This has helped, and will help; students learn to their highest potential and ultimately become better learners in the classroom.

Alignment

This artifact aligns with the following NCDPI standards:

Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.

Indicator 1: By developing this artifact I have successfully fulfilled indicator 1 of standard 14 because when observing and interviewing diverse learners in the classroom we discussed the various ways they viewed education and the educational process by listing things they liked and disliked about school, and the ways in which their parents helped them with school work at home. This ultimately promotes respect for the diverse attitudes concerning education and the educational process.

Indicator 4: By developing this artifact I have successfully fulfilled indicator 4 of standard 14 because during observations and interviews of a diverse student in the classroom I came to realize the multiple viewpoints and learn to respect the values of students in my class and the parents of those students. Because of some of the interview questions asked to my student I have come to realize that not all families and social constructs function as mine and that some view education not as a priority for their child, or a priority that is emphasized upon. This portion of the artifact has prepared me to become a teacher who is knowledgeable and tolerant of those view points but one who also tries to accommodate for them.

Indicator 5: By developing this artifact I have successfully fulfilled indicator 5 of standard 14 because when choosing a child to observe during class time I made no preference of race, religion, ethnicity, skin color, etc. By not discriminating when choosing a child to observe and interview I remained bias free and demonstrated this to the children in my classroom. 

Indicator 6: By constructing this artifact I have successfully fulfilled indicator 6 of standard 14. Through the knowledge that I have obtained through the three observations, student interview, teacher interview, and synthesis of all, I am more prepared to create effective instructional goals, methods, materials, and skills at the present, and in the future when I am a teacher of my own classroom. I have learned to accommodate for the diverse learners that exist in all classes, and to use different instructional strategies and modalities to accommodate for those needs, even if these modifications are not the simplest and easiest way to deliver the material.