3. Diverse Learners
The teacher understands how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Knowledge
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Artifact(s) |
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The teacher understands and can identify differences in
approaches to learning and performance, including different learning styles,
multiple intelligences, and performance modes, and can design instruction
that helps use students' strengths as the basis for growth. |
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The teacher knows about areas of exceptionality in
learning--including learning disabilities, visual and perceptual
difficulties, and special physical or mental challenges. |
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The teacher knows about the process of second language
acquisition and about strategies to support the learning of students whose
first language is not English. |
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The teacher understands how students' learning is
influenced by individual experiences, talents, and prior learning, as well as
language, culture, family and community values. |
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The teacher has a well-grounded framework for
understanding cultural and community diversity and knows how to learn about
and incorporate students' experiences, cultures, and community resources into
instruction. |
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Dispositions
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Artifact(s) |
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The teacher believes that all children can learn at high
levels and persists in helping all children achieve success. |
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The teacher appreciates and values human diversity, shows
respect for students' varied talents and perspectives, and is committed to
the pursuit of "individually configured excellence." |
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The teacher respects students as individuals with
differing personal and family backgrounds and various skills, talents, and
interests. |
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The teacher is sensitive to community and cultural norms. |
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The teacher makes students feel valued for their potential
as people, and helps them learn to value each other. |
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Performances
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Artifact(s) |
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The teacher identifies and designs instruction appropriate
to students' stages of development, learning styles, strengths, and needs. |
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The teacher uses teaching approaches that are sensitive to
the multiple experiences of learners and that address different learning and
performance modes. |
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The teacher makes appropriate provisions (in terms of time
and circumstances for work, tasks assigned, communication and response modes)
for individual students who have particular learning differences or needs. |
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The teacher can identify when and how to access
appropriate services or resources to meet exceptional learning needs. |
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The teacher seeks to understand students' families,
cultures, and communities, and uses this information as a basis for
connecting instruction to students' experiences (e.g. drawing explicit
connections between subject matter and community matters, making assignments
that can be related to students' experiences and cultures). |
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The teacher brings multiple perspectives to the discussion
of subject matter, including attention to students' personal, family, and
community experiences and cultural norms. |
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The teacher creates a learning community in which
individual differences are respected. |
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