EDUC 6714 Reflection

We are all different! Each student within my class has different wants and needs. They possess various ability levels, learning preferences, and interests. “Like snowflakes, no two human beings (students) are exactly alike” (Bray, Brown & Green, 2004, p. 1). As a teacher, it is how I recognize and accommodate my student’s differences that will ultimately lead them to achieve great things during their lifetime. For this reason, I do not take my job lightly, nor should I assume that others will provide my students with what they need. Some differences may be small. Others may require enormous amounts of time, patience, and teaching strategies.

While reflecting on this course, EDUC 6714, I am able to see what an important role Universal Design for Learning (UDL) and differentiated instruction plays in my daily teaching. Participating in our Differentiation Station social network has allowed me to be introduced to several websites that include lesson plans, ideas, activities, and additional resources for me to further explore. I have also been introduced to technology tools that I was not aware of and that will allow me to differentiate instruction on numerous levels, such as ability and learning style. Once I have identified strengths and weaknesses, using learning style inventories and assessments, I can refer to the list of resources I have collected and created while interacting with my Walden cohorts.

During the past eight weeks, I was excited to discover that I already provide a large amount of differentiated instruction and several opportunities for my students to obtain information, express their understanding of a topic, and collaborate. I am now making slight adjustments to integrate more technology, on a daily basis, in order to individually customize instruction for each of my fifth grade students. I have been creating “I can…” statements and/or learning objectives and use common “technology-based” assessments to better understand what issues need to be addressed. After analyzing data, I can then incorporate technology and provide opportunities for each student to reinforce concepts, challenge themselves, and receive additional practice on specific skills. I am also providing more frequent opportunities for students to collaborate with peers. Currently, my class is participating in online discussions through ePals (http://www.epals.com/) and classroom blogs. Communicating with peers from other areas within Michigan and the United States has allowed my students to become more engaged in the learning process. Within my classroom website, I have also created a Web Links page to provide easy access to important and frequently visited websites by my students.

As I complete my Masters degree, at Walden University, I will continue to be a lifelong learner. I plan to explore various resources and participate in discussions with colleagues who will share ideas and assist me in meeting the diverse needs of each student I have the opportunity to teach.

References

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.