In my experience, it is very easy to see that every student is different. Sure, you may come across similar personalities which may allow you to make predictions regarding the type of troubles or triumphs you will face; however, the context of every classroom, and between every student, will vary. Each individual possess their own personal experiences, beliefs, backgrounds and skill sets that shape the way they are able to learn. Furthermore, learning in and of itself is dependent on the social interactions of a classroom atmosphere. All learning is dependent on social interaction, and is interconnected with personal experiences.
Understanding that the needs of individual learners will vary, it is therefore our role as instructors to provide rich tasks that can be differentiated to suite the needs of various types of students. In Invite! Ignite! Excite!, differentiation is based on three ideas: change, challenge and choice. I believe that is these basic ideas are intrinsically incorporated into instruction, differentiation will them become part of a teachers best practices (developed based on research and experience). personal . It is my belief that all students can succeed. This does not mean that the needs of students are all the same; achievement gaps may need to be addressed through many strategies including universal design, differentiated instruction and tiered instruction. Nonetheless, if all learners are given the atmosphere, support, encouragement and coaching they need, all students can achieve their goals.
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In “Invite! Excite! Ignite!” chapters 2 and 3, there is an overarching theme of the freedom of learning and the importance of trusting the learner. As teachers, the process to allow students to
learn through intrinsic excitement and personal experience is not always easy. It is often times difficult to let students lead the way in their own learning journeys, especially if we see them struggle. This continual process takes skill, persistence and patience form the teacher and the learner. And still, giving the students an opportunity to openly explore, question and grow are all important steps in an authentic learning process. Failure becomes success when students change, grow and learn from their mistakes. One of the main points that resonated with me is the belief in maintaining high expectations and genuine respect for your students. Too many times have I heard stories regarding teachers who seem to have given up hope on their students. These teachers are often liked by their students - they are nice, fun teachers...but they don't support their students learning in the way it is needed. They are not being the guides they are required to be. Furthermore, they do not show genuine respect for their students goals and needs. As teachers, I think that it is our role to create a classroom environment that is supportive of students not only reaching their goals, but going beyond what the students think they are capable of. If a teacher has faith in a student's ability to succeed, and respectful of students need for support on their journey, each and every student has a better chance at successful learning. It is also important to provide the learner with choice while supporting them and properly outlining expectations. This will give students a sense of agency that only comes from them knowing they are trusted with their own success. In a setting where students have a responsibility to learn and teach, just as teachers have the same responsibility, and where there is a strong sense of community and support, dynamic interactions can occur that will lead to a wide range in learning. Students should work collaboratively with others in a self-directed manner (rather than being told what to do by a more ‘intelligent’ teacher), and experience inquiry and project-based learning experiences to truly enhance their ability to grow through learning. Classroom settings such as these provide students with a safe environment to explore their thoughts deeper and with more meaning. Students are able to develop academically, but also as moral people, citizens of their communities and of the earth. |
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