InTASC standard #2 is Learning Differences. An effective teacher embraces the cultural and personal differences of each student in the class, and uses those differences to create an inclusive classroom. This requires the teacher part to create inclusive lessons, as well as requires use of differentiated instruction techniques, and connecting lessons to real-life situations.
Below is an example of building in multiple learning styles when developing lesson plans. This is one day in a two week unit on Arthur Miller’s “The Crucible”. In this one day lesson I have incorporated a visual presentation in Powerpoint form appealing to the visual and independent learner. I have also included small-group work, appealing to interpersonal learners (as well as teaching basic socialization skills), and finish the day with group presentations, allowing the kinesthetic learner an opportunity to exercise his/her strengths. By building this lesson with multiple intelligences in mind I create a lesson that appeals to students from a variety of backgrounds and cultures.
This activity for William Golding’s “Lord of the Flies” requires students to draw in the missing pieces in scenes from the novel. It begins with basic concepts (such as “draw Simon’s place) and progresses into more advanced themes (draw what the beast looks like to Simon). This activity is great for spatial learners, but is also helpful to students from varied cultures, because it allows them to break down themes the class has discussed and read in a tangible manner.
When teaching my class I try to connect my lessons to everyday life, so my students not only have a chance to identify when they use the information outside of school, but also to help them connect to why it’s important to learn it in the first place. For example, I introduced my students to ethos, pathos, and logos through the use of a commencement speech Steve Jobs made at Stanford. We went through the speech and identified places where he used all three. Each student was able to define the concepts and see their practical use in everyday life, and that made it easier for them to identify the use of ethos, pathos, and logos throughout the play Julius Caesar.
