Standard 3 Diversity

Ti t l e: Di ver s i t y I ncl us i on Not es

Dat e: Fal l 2012 ( i nt o Spr i ng 2013)

Artifact Description:
The following artifact is the compilation of notes taken during a twice-weekly evening class on
Inclusion in the classroom. The journal entries taken here are from three specific classes circling
through topics on learning disabilities, different ethnic and income-level scenarios of learning as
well as reflections on how to not only be aware but proactive in learning motivation. In these
notes I address what Inclusion is: an educational environment in which all students experience
care, safety, fun, feeling personable and needed as well as interested, encouraged and
empowered. They should have equal access, challenge to their strengths, and differentiation
for their differences, community and collaboration. We are all by this definition diverse
learners, but there are significant groups of people that all educators ought be aware of unique
needs for better learning. Inclusion is anything but mainstreaming."

Alignment: Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard three of the Wisconsin Teacher Development and
Licensure Standards which states: 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.
This artifact aligns with standard three because it is representative of my understanding of
inclusion and diversity after having taken both classes of Inclusion and Diversity. Educators
must be adaptable in their instruction in order to meet needs. Understanding differences is not
the most glamorous endeavor but vital to a classroom that avoids any kind of mainstreaming.

UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment:
I believe this experience best aligns with KSD1.b. of the UW-Platteville School of Education
Knowledge, Skill, and Disposition Statements which states: The candidate displays knowledge
of the typical developmental characteristics, learning styles, skills, interests, developmental
backgrounds, and cultural heritages of students and is always aware of the broad ranges and
variety present for each of these student characteristics and lifestyles.
This experience aligns with this standard because these notes prove what was directly taught to
me as well as my understanding in reflection to the said examples and studies. The artifact
outlines what I found to be most important and influential to future educator. My notes are not
always in paragraph form, but nonetheless clear on the most important information to always
keep at hand.

Secondary Alignment
KS1.e. Designs Coherent Instruction
KSD2.b. Establishes a Culture for Learning

Reflection
What I learned about teaching/learning:
There WILL be students of different learning levels in the classroom. These differences need to
be highlighted in order to foster actual learning- not just perceived learning through
group/class accomplishment. It is also important to know the diverse lifestyles present in your
classroom. Teachers are to have lessons with varied instruction for the purpose of
motivating/facilitating learners of all kinds and styles. In order for students to want to learn,
they must be met where they are. My job is to create an understanding that no one is above
anyone else. Although we learn at different paces and each of us has different learning styles
and intelligences, the one thing in common is that we can learn from one another. This class
and these notes speak loudly of the realization that my future classroom should include
avenues for multiple intelligences (differentiated instruction) in order that students can
connect not only to the material but to each other.

What I learned about myself as a prospective educator:
As I prospective educator, I have learned the importance of knowing where your students came
from, their perceived learning motivation as well as the socially acceptable norms. In my
experiences, there really is no normal. People of the same race, financial status and lifestyle,
and family structure can learn best at different rates and learning styles. The most important
element for education on this topic matter is the importance and emphasis on meeting the
student where he is; never let your lesson plans be one-size-fits-all. Study your student
population and devise strategies to accommodate the differences you find