Standard3

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**Standard 3** ** Teachers understand that children learn differently. **  The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Evidence 1: []

Rationale 1: The above link is a webquest developed by a high school teacher in New Jersey on the topic of Ancient Rome. I am planning on using this assignment this fall for my junior European History course. What is appealing about this particular webquest is its emphasis on Bloom’s Taxonomy tier of inquiry. The lesson provides the teacher with a template of objectives and questions that start with knowledge, comprehension, application, analysis, evaluation, and synthesis. Not only does this type of assignment challenge students with the graduated hierarchy of inquiry, but you develop your own tasks and questions that offer choices to students with various learning styles. Asking students to make their own mosaic in the Roman style is a project that might appeal to a student who is a kinesthetic learner interested in art. Asking a student to create their own story based on the Ancient format of mythology would appeal to a creative student whose interests lay in reading and writing.

Students would be required to complete one task from each of the levels. Students who have learning disabilities or cognitive disabilities could have their demands modified to appropriate demands based on their abilities. Whereas gifted and talented students could be encouraged to attempt tasks/objectives that require higher level thinking.


 * 3.K.2 The teacher understands and can provide adaptations for areas of exceptionality in learning—including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.**

This assignment allows for great flexibility for the teacher to meet the needs of a variety of students. Gifted and talented students can function in tasks and objectives that require higher level thinking. The template also offers the instructor the abliltiy to form questions/tasks that appeal to many learning styles.


 * 3.S.2 The teacher use teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.**

Many of the tasks/objectives in this format require the students to integrate other subject areas to complete their task. This format could integrate art and history, literature and history, or philosophy and history just to name a few.


 * 3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success.**

The assignment is geared towards the Blooms Taxonomy format which forces the student to complete more rigorous tasks.