Context Options The Class as a Whole Variables Class Overview based on observations and data Although the room

m is full of bright students, my teacher says, the real differences are found with Individual differences students level of motivation. Some kids never want to get involved while Im lecturing; so having Oakes/Lipton (174-178) students interact with each other to critically analyze concepts- using each students knowledge and Levine (299-302, 321-327) talents, will create an environment where multidimensional tasks facilitate participation and collaboration. Cognitive and Neurodevelopmental The majority of the classroom is composed of students who get Bs on a pretty regular basis, there are a differences few AP students who get straight As, and there are two students with minor learning disabilities who Bridging(161-166) receive extra help and altered tests. High expectations for everyone while also trying to focus on each Oakes/Lipton (170 - 172) students developmental steps is key when addressing a group of students who are all very capable, yet Levine (246+ & Table of are also at different neurodevelopmental levels.
Neurodevelopmental Constructs)

Learning style differences Levine (27-50)

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

Providing information through multiple formats is key to reaching students with different preferences in learning style.. Through the integration of lectures, videos, graphs, readings, technological recourses that were made available to us on Symbaloo (i.e. Polls Everywhere), small group work, and group discussions a wide variety of learning styles will be able to access the content. Some of the students are constantly engaging in the material, but I have noticed that many get distracted during lectures by messing around on their computers and zoning out during videos. If I can provide them with interesting and relevant videos and opportunity to learn the content by using technology, like their computers, then they have less opportunity to miss out on what is being taught. There are two students with minor learning disabilities in my class. They help from a special education teacher in the room next to ours. They are also helped out by being given shortened tests or more time to take a given test. Working in groups to analyze and evaluate specific content will give gifted students that have a good grasp of the material the chance to reaffirm and grow their knowledge by helping other students with their learning. Nobody knows everything, and hearing other students understanding and opinion on the material allows these students the chance to look at things from a new perspective and challenge what it is they think. Although the majority of students in my class are from affluent East Grand Rapids families, there are a few that my teacher has mentioned that live outside of the district.

There are two black students (4%) in my class room and 24 white students (92%). These numbers are pretty consistent with the rest of the school, which is made up of 90% white students and 7% black students.

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

There is about a 50-50 split between girls and boys in my classroom. There are a few more AP students that are girls, but as far as class engagement is concerned, there isnt any difference in class participation between genders. My unit allows me to look at gender roles that were defined in the 1950s, for both men and women. There are no ELL students in my classroom.

Language differences Bridging(125-153) Oakes/Lipton (197-202)

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