InTASC Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learner Development has to do with understanding where students are in their development and then providing them with the tools and strategies that are vital for them to practice and master these skills. This development of skills can be gauged through assessments, formative and summative, in many different areas including cognitive, linguistic, physical, emotional, and social. The assessments of this development can then be used in the planning of instruction and activities that focuses on the skills that the student needs help with so that they may be successful.
It is important to remember when working with my students that each one of them is different in their abilities and personality – in both the general education classroom and special education classroom. When working with the students, some may be at the same or similar levels, but they still may have unique skills for how they approach their learning areas and other areas in which they still need support, as well. Due to this, I have to continually be analyzing and reflecting on how my students are progressing and what is helping them in their development and what is not.
When it comes to special education, we are aware of the rate at which the student’s peers are developing and the level that they are at and we work to plan instruction in order to help the students be successful to the best of their abilities. We sent goals for their development and work specifically to mean those goals. We then used assessments to track their development towards this goal and reflect on what is working to help them be successful and what needs to be altered so they can continue towards their goal. Though this is done in the general education classroom, the special education classroom often tracks this development in a more visual way, such as in graphs.
In my artifacts, I have IEP graphs from three different students who are at three different levels developmentally - one is a kindergartener and the other two are fifth graders. Probes are done every two weeks in order to get a reading on how these students are doing and whether or not adjustments need to be made to the goal or the instruction. This instruction is done through very specific intensive strategies so that the students can receive help in the areas that they need it the most.
Student A (Student A – Goal 1 artifact) is a second-time kindergartener. Her goal is set around letter-sound fluency, which was started last year, and is to be reached by April 2016. In this graph, you can clearly see her development, and, at times, regressions. The graph outlines breaks, which would be times when instruction was not taking place, when instruction was resumed, and when data was reviewed to see if there needed to be a change in instruction. The graph helps to see where this student was last year with this goal and how she dropped over the summer. After the summer, though the first couple of points were below the aim line, no change was made to the instruction due to the steady increase in her fluency.
Student B (Student B – Goals 1/2/3 artifact) is a fifth grader with goals set around reading and writing. These goals were set in March 2015 and are to be reached by February 2016. These goals are all independent of each other, yet still show how he is doing around his goal. Though his goals do show the gap from summer break, not all show a regression during this time, but rather show he retained some of the knowledge over the break period. None of his goals have yet been reviewed for a change in instruction, though some do show more then three points below the aim line. This is most likely due to the fact that he is showing a steep upward trend where these points are below the line.
Student C has a variety of goals that have been set for her which were set in January 2015 and are to be reached by this December 2015. She is a fifth grader that has goals in reading, writing, and math. Her goals one and two (Student C – Goals 1/2 artifact) have to do with her reading and math goals. This student has some concerns when it comes to her memory and retaining knowledge. What she seems to know one day can be almost completely gone the next. Trying to remember what she did the day before can be completely befuddling to her. This lack of retention can be seen in the way her scores fluctuate. Her third goal, writing, (Student C – Goal 3 artifact) shows the same sort of fluctuation, though overall seems to be on the incline. This goal was split into four parts at the parents’ request to get more insight at how she is doing in different parts of this area of writing.
These artifacts give very clear insight into these students development and show how each student, though maybe in the same class or at the same level may have very different needs and ways of developing. By understanding this part of learner development, I can work to apply this knowledge of development and how I can use it to help my future students be successful. Throughout my student teaching experience, I have increased my experience working with students who develop in many different ways and how to use strategies and assessments to help bolster their growth.
It is important to remember when working with my students that each one of them is different in their abilities and personality – in both the general education classroom and special education classroom. When working with the students, some may be at the same or similar levels, but they still may have unique skills for how they approach their learning areas and other areas in which they still need support, as well. Due to this, I have to continually be analyzing and reflecting on how my students are progressing and what is helping them in their development and what is not.
When it comes to special education, we are aware of the rate at which the student’s peers are developing and the level that they are at and we work to plan instruction in order to help the students be successful to the best of their abilities. We sent goals for their development and work specifically to mean those goals. We then used assessments to track their development towards this goal and reflect on what is working to help them be successful and what needs to be altered so they can continue towards their goal. Though this is done in the general education classroom, the special education classroom often tracks this development in a more visual way, such as in graphs.
In my artifacts, I have IEP graphs from three different students who are at three different levels developmentally - one is a kindergartener and the other two are fifth graders. Probes are done every two weeks in order to get a reading on how these students are doing and whether or not adjustments need to be made to the goal or the instruction. This instruction is done through very specific intensive strategies so that the students can receive help in the areas that they need it the most.
Student A (Student A – Goal 1 artifact) is a second-time kindergartener. Her goal is set around letter-sound fluency, which was started last year, and is to be reached by April 2016. In this graph, you can clearly see her development, and, at times, regressions. The graph outlines breaks, which would be times when instruction was not taking place, when instruction was resumed, and when data was reviewed to see if there needed to be a change in instruction. The graph helps to see where this student was last year with this goal and how she dropped over the summer. After the summer, though the first couple of points were below the aim line, no change was made to the instruction due to the steady increase in her fluency.
Student B (Student B – Goals 1/2/3 artifact) is a fifth grader with goals set around reading and writing. These goals were set in March 2015 and are to be reached by February 2016. These goals are all independent of each other, yet still show how he is doing around his goal. Though his goals do show the gap from summer break, not all show a regression during this time, but rather show he retained some of the knowledge over the break period. None of his goals have yet been reviewed for a change in instruction, though some do show more then three points below the aim line. This is most likely due to the fact that he is showing a steep upward trend where these points are below the line.
Student C has a variety of goals that have been set for her which were set in January 2015 and are to be reached by this December 2015. She is a fifth grader that has goals in reading, writing, and math. Her goals one and two (Student C – Goals 1/2 artifact) have to do with her reading and math goals. This student has some concerns when it comes to her memory and retaining knowledge. What she seems to know one day can be almost completely gone the next. Trying to remember what she did the day before can be completely befuddling to her. This lack of retention can be seen in the way her scores fluctuate. Her third goal, writing, (Student C – Goal 3 artifact) shows the same sort of fluctuation, though overall seems to be on the incline. This goal was split into four parts at the parents’ request to get more insight at how she is doing in different parts of this area of writing.
These artifacts give very clear insight into these students development and show how each student, though maybe in the same class or at the same level may have very different needs and ways of developing. By understanding this part of learner development, I can work to apply this knowledge of development and how I can use it to help my future students be successful. Throughout my student teaching experience, I have increased my experience working with students who develop in many different ways and how to use strategies and assessments to help bolster their growth.