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Home > Standard 3

Standard 3

Diversity
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Reflection

In the artifact I provided in my Evidence section, I catered to the needs of both visual and aural learners as well as learners who learn best by voicing their ideas.  I had pictures and video and a biographical web site of Ernest Hemingway for those who learn by seeing things; I had an audio clip and my lecture and student discussion for those who learn by hearing things; the students' discussion of their group work catered to those who learn by voicing their ideas.  

In terms of kinesthetic learners, the students had to move in order to participate in the group activity.  I know that may a bit of a stretch.  In other lessons, however, and you may wish to read what I wrote for standards four and eight, I had students actively get up in front of the class and perform their monologues and skits, and ad commercials, respectively.  All of these types of learners are accommodated by my lessons as often as I can think to include something for each of them.

Evidence

I did a lesson in April on Ernest Hemingway's "In Another Country," my favorite short story. In preparation for this lesson, I found a web site that contained pictures of Hemingway and even audio and video recordings of him speaking and fishing, respectively. I brought these items in that day and played for my students an audio clip of a portion of Ernest Hemingway's Nobel Prize acceptance speech so they could hear him speak. I also played for them the video of him catching a marlin and displaying it in Cuba. Finally, I showed them a few pictures of him in his younger years when he was in the military and explained that the short story was partially autobiographical. Following the media presentation, I discussed with the students the plot and themes of the story with a few guided questions. I then had students break into groups and discuss with relation to one character what that character was dealing with in terms of his interactions with others, with himself, and with his condition. This group work required that students got up to get with a group and discuss the story. The lesson plan for this day is attached below.
File Attachments:
  1. lp29apr05.doc lp29apr05.doc
Author: Jill Kingsland
Last modified: 6/19/2005 1:23 PM (EDT)