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SCED 499
InTASC #1 Reflection
Every student that teachers will encounter is not the same. Each student comes with their
own individuality, and effective teachers must be cognizant. InTASC Standard #1 states, “The
teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging
learning experiences” (Council of Chief State School Officers, 2013, p. 16). In other words,
educators must recognize the individuality of each student. Meaning, the educator recognizes
that social, physical, cognitive, emotional, and linguistic development varies by student and has
different impacts on how they learn and grow. Although each student may have factors that
impact their learning capabilities, the educator must still find ways to challenge them
academically.
Let us consider the following scenario: Both Student A and Student B were diagnosed
with disorders that affect their ability to socialize. However, Student A finds it easier to socialize
than Student B. An educator who is cognizant of these students’ individuality would realize that
although both students were diagnosed with a disorder that affects their ability to socialize, both
students are affected in different ways. The educator would then note that Student A can
participate in group work, and contribute occasionally. However, Student B has trouble
participating in group work because they develop severe social anxiety when in a medium to
large size group. The educator is then tasked with finding ways to challenge Student B during
few ways. For instance, Part 1(c) of the InTASC Standard #1 states, “The teacher collaborates
with families, communities, colleagues, and other professionals to promote learner growth and
development” (Council of Chief State School Officers, 2013, p. 16). In my classroom, I would
work with the Special Educators in the school and brainstorm different ways I can help students
who may need additional accommodations. For example, returning to our scenario, I would
collaborate with the Special Educator whom works with Student B to figure out ways I can
challenge the student without causing them to feel overly uncomfortable during group
assignments.
Another example of how InTASC Standard #1 may look in the classroom relates to the
concepts found in Julia G. Thompson’s The First-Year Teacher’s Survival Guide. For example,
an educator adhering to the standard would “blend activities and different types of instructions”
(333). Meaning, as an educator, I would consider the development of each of my students and
create lessons that are inclusive. If I know one student has trouble focusing in groups of 4 or
more, next time I allow for collaboration I may change the group size to 2 students. This change
InTASC Standard #1 is the foundation for a classroom that allows for all students to be
successful. It reminds educators that each student develops differently, and we must find ways to
challenge them. When educators realize students’ needs, changes can be made which improves