1. Reflect on goals in the first assignment.
Write a minimum 2 paragraph reflection specifically
describing how what you learned can be used to help you reach those goals from Assign. #1
From Assignment # 1, my goals for this course included:
1. Learning how to differentiate in my classroom
2. Learning more about the specific challenges each special needs
population faces
3. Increasing my general knowledge about special needs populations.
What I have discovered during this course, is that I have naturally differentiated
instruction by using multiple methods to get the message across to students! What
helped me was specific nomenclature (UDL) and specific tools to expand what I was
already doing in the classroom. For instance, in my elementary classroom we engaged
in role plays and I also used graphics, sound, videos, and words to teach. Further, the
children had different options to show what they have learned: portfolio presentations,
art, writing, speech, or drama.
Now that I have transitioned to secondary-level English Language Arts, I wanted details
on how to differentiate for that age group, too. I received so many additional ideas that I
will be able to apply in class, such as anticipation guides, grouping students,
pre-teaching vocabulary, using Socratic questioning, peer tutoring, and increasing my
use of PBIS in the classroom.
In regards to learning about the specific challenges that the various special needs
populations face, I was especially glad to read about Autism Spectrum Disorders, as
this seems most prevalent in classrooms today. I appreciate the insight into other
populations who are challenged in class: those with communication challenges and
sensory impairments. Having an overview of all the “disorders” helps me get a better
sense of what I face and may face in the classroom. What I find that is most helpful are
the specific ideas and guides to help manage a classroom while addressing each
population. It seems that many of the actions that are recommended runover from issue
to issue. The bottom line is approaching with compassion and using PBIS in all
situations. I believe that any adjustments I make to differentiate will benefit all of my
students, both neurotypical and non-neurotypical students!
Overall, I sense that the course increased my knowledge base and gave me concrete
actions I can take in the classroom that will help me as an educator, and thus, help my
students.
2. Write a 3 paragraph plan that specifically describes the way in which you intend to implement a
particular strategy you learned from this course into my own teaching situation.
Next year, I will be teaching secondary English Language Arts and Literature to ELLs at
an International School in Shanghai. The Administration stated the English
comprehension levels of the students vary wildly; thus, I will have a range of students
from near-zero English comprehension to those that are fluent in English. My intention
is to implement several or all of the strategies for differentiation that I have learned in
this course.
One strategy of which I am particularly fond is portfolio presentation. If this fits within the
school parameters, I hope to encourage the students to demonstrate what they have
learned through various portfolio presentations. The school I am joining is a
well-regarded arts school, and during the interview process, I met with the head of the
Department of English who described the different ways students were using artistic
expression to show mastery of a topic in literature. I was so excited to learn this – that
the students weren’t necessarily taking a written test to prove what they had learned (I
am strongly anti-standardized-tests!)! Creative Portfolio Presentation is a tool that can
be used in any grade level–from Kindy to 12th year!
Utilizing portfolio presentation as a strategy for students to show what they have learned
offers not only creative expression, but student choice through self-directed learning. It
also increases and maximizes student engagement in a subject. Students can create
an art portfolio with drawings or magazine cut-outs; they could choreograph a dance,
puppet show, or a drama; they could build and maintain a blog, app, or podcast; write a
poem, narrative story, essay, or rap song; use a 3-D printer to build a model
representing a particular act in a piece of Literature… and more! I love this method of
allowing students to enhance their creative sides as well as use critical thinking and
design skills! This is what teaching is all about and what makes all the difficulties of
teaching worthwhile! The more I can empower students holistically, the better off they
are and the more I like my job! Therefore, portfolio presentation as a strategy for
differentiation in the classroom is what I intend to carry out in my secondary ELA
courses.
3. Write a 2 paragraph reflection describing a student you have or had. Discuss how the strategies
you learned in this course will specifically benefit that student as you put your plan into action.
Considering I have taught many classrooms full of ELLs, how I present the material will
be most relevant. I will be able to assess the success of these strategies through the
aforementioned portfolios. But those strategies will be applied in the future.
In the past, one particular student I had would have benefitted from many strategies I
have learned in the course. This student, in my Kindergarten class in China (2018), was
an ELL and also non-neurotypical. I would have adjusted the classroom environment to
make the glaring overhead fluorescent lights less shocking and ensure he had a
safe-feeling quiet space for retreat. I also would have added more time in the morning to
model routines and use role plays to assist this boy with socialization and conflict. This
child could have used more brain breaks and a buddy to help him.
Our classes were English-immersion style, which wasn’t always successful. I would
have created more presentations with graphics; matching words with pictures, and
created more tactile games to teach concepts. Pre-teaching vocabulary with pictures
would have made a world of difference. Making more audio available through song and
dance would have benefitted all the students. Since this was an International Bilingual
school in Asia, obviously with a culture far different from that in the west, I was limited
as to how many changes I could make and how creative I could be in the classroom.
But I could have used so many of the strategies in this course! It would have made
teaching easier too! Finally, I would have spent more time reading to the students and
then breaking them into small groups for individual teaching.
In conclusion, I could have used this course prior to entering full-time teaching back in
2015. However, now that I have so many new tools to use, I will be applying them in my
classroom next year!
