Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to
meet high standards.

Reflection:
To meet this standard, the teacher designs instruction building on learners
prior knowledge and experiences to allow learners to accelerate as they
demonstrate their understanding. The teacher brings multiple perspectives to
the discussion of content which includes the learners personal, family, and
community experiences and cultural norms. The artifact provided is a sample of a
lesson that aligns with this standard.
I chose to include this artifact because it explicitly relates to the learners personal,
family, and community experiences. The first example from the lesson, that
demonstrates this standard, is the circumstance journal. Students read a quote
about circumstances. Written on the board were guiding prompts for the students to
consider in their writing. The journal expanded upon the students prior knowledge
and asked them to think, reflect, and form an opinion about the topic. After the
students journaled, we had a discussion about what the students wrote. Personal
examples were shared along with speculations and opinions. It became a very
heavy topic as the conversations began to get more serious with each new personal
example. I discovered how many different backgrounds the students came from as
well as the many experiences my students have had. Because the students felt like
they were in a safe and trusting environment, I was able to encourage students to
share. I heard from many different students who did not previously feel comfortable
sharing. It demonstrated to me that students need teachers to acknowledge their
diverse cultures, upbringings, and individual differences in order to feel included
and relevant in the classroom.
Showing a slam poetry piece is the second way the lesson aligns with this standard.
The poetry piece was dynamic in its purpose. To begin, the poem was performed
rather than written. Exposing students to performance poetry broadened their
knowledge on what poetry is. Next, a woman performed the piece giving voice to
the female audience. (After completing The Odyssey, it was important to engage
with the female perspective) This was another way for me to create a more
inclusive classroom environment. (Some of the female students were complaining
that The Odyssey was a predominantly male book)
After, the students had to make a comparison between the slam piece and their
journals. We had a discussion about the connections they made. I think this lesson
sample emphasizes the importance of this standard as it exemplifies a classroom
environment inclusive the each individual. The lesson acknowledges the different
backgrounds of each student in that it requires them to acknowledge their learning
differences and at the same time, make a connection to poetry.

Artifact:

Monday:
1. Pass out Outside Reading LogExplain it and have them put it away.
Tell them their logs will be due on Wednesday.
2. Share my personal My Kitchen Table Poem with the class (See
attachment for copy)
a. Have a few students share their poems with the class.
b. Collect their poems
3. Have the students journal for five minutes on:
a. People are always blaming their circumstances for what they
are. I dont believe in circumstances. The people who get on in
this world are the people who get up and look for the
circumstances they want, and, if they cant find them, make
them. George Bernard Shaw
See handout (Make copies of my copy)
b. Write on the board:
i. Circumstances- family, age, gender, skin color, height, beliefs,
lifestyle, background, upbringing, education, etc.
ii. Do you think that people blame their circumstances for their
happiness/ success in life?
iii. Would you agree with Shaw that people are able to change their
circumstances if they want to?
iv. Can you think of a personal example?
4. Play Slam Poetry Piece: If I had a Daughter by Sarah Kay
a. Play this twice
i. The first time around, students should just listen
ii. The second time watching the piece, students should write down
four phrases that stick out to them on the back of their journal
sheets
b. Ask students to share what phrases stuck out to them.
c. Ask them how this poem relates to their journals. Does it relate?
d. What does the mother teach her daughter?
e. What is the overall message of the poem?
f. What is the tone?
g. Would the mother agree with Shaw? How do you know?
i. Phrases like: Youll put the wind in win someloose some, and the
star in starting overTheyll be days like this
ii. This world is made out of sugar-and it can crumble so easily-but
taste it
iii. Life will hit you hard in the face
iv. Of cynicism and defeattell them they really outta meet your
mother
5. Ask the students how this slam piece relates to their journals. Have a
discussion.
6. Collect student journals before they leave.