Module 6

Write a reflection for your blog that reveals your understanding of how and why (if at all) diversity should be considered as science lessons are developed.

We are wanting to help our students make connections from our teaching and their culture. Especially if some of our students are different from the majority their cultural differences should be considered as to not seclude any students. Culture "drives the behavior of individuals" as the video stated. I can relate to this because you use your knowledge of your life to help you make connections in your learning. We must make it easier for our students to use their cultural differences to enhance our classroom community. Cultural ideas are made through observations. My students may be culturally different from me so it is good to have them enhance my life by helping me understand what it is like at home for them and for me to share the same. I liked how the presentation said that culture is "learned, shared, symbolic, integrated, and norms can change over time." This is important to remember because our students are going to pick up on cultural ideas differently than others. I find that science is one of the subjects that is most important to make connections to our lives because it is involved in our daily lives all day long. Being able to be part of our world we must understand what is around us. Diversity should be considered in our plans to help make our students learning most meaningful and able to associate it into their daily lives. There is such an achievement gap between African Americans and Hispanics and whites but it is starting to be narrowed which is great news. This needs to continue happening so that all students are achieving at the same level and I think the best way to do that is to help students understand each other and the differences between each other. The academic gains in the gap are happening in the early years but not in high school. This is a problem because elementary teachers need to help prepare our students to be lifetime learners. I agree with this statement that "good will must be accompanied by pedagogical knowledge and skills as well as the courage to dismantle the status quo" when it comes to teaching a variety of students. Our culture is evolving which means our teaching must evolve as well. I think it's important to consider diversity when it comes to planning for my science course. 

When it comes to how to teach my students in science I think it should be considered as chapter 3 states "the strategies offered in the planning model for differentiated instruction provide numerous opportunities for students to use develop all of their senses as tools for learning and to be actively involved in developing concepts, skills, and dispositions (p. 29)." As the chapter is titled, knowing your learners is important if you want your students to achieve success in the classroom. Students come with their preferred learning styles which you need to observe to figure out so that you choose activities for your plans that are best for their learning. The reason why we use diversity is because "understanding the different ways that children interact with and process information enables teachers to better plan instruction and modify teaching so that all students have an opportunity to be successful learners. There are so many different people who have researched different learning styles that obviously we should take these into consideration when we plan for science. Whether we use Kolb's, McCarthy's 4MAT system, Gregorc's, Gardner's theory of multiple intelligences, 8 intelligences linked to science, or Sternberg's view, us teachers need to use diversity in our teaching so that we can approach our students where is best fit for them to be successful and long-time learners. 

10 of my previous students profiles

Robbie: Accommodator, dynamic learner, and concrete random. Activities that would be good for him are choice boards, and experiment with no definite answer that he can work on by himself. 

Martin: Converger, common sense learner, and concrete sequential. Activities include the need for rubrics, models before starting, and activities given in a given order upon completion of parts. 

Natalia: Diverger, Imaginative learner, and abstract random. Activities include group work, one-on-one time with teacher in conference setting, and freedom to create visuals to go along with an activity. 

Joseph: Assimilator, analytical learner, and abstract sequential. Activities include problem-based learning activity, time to research after performing an experiment to compare results, journal reflections after performing a task, and group activities that include discussions. 

Shannon: Diverger, imaginative learner, and abstract random. Activities would need to be done in groups, ability to choose her own group, time to work with the teacher to discuss what is being done, and feedback would need to be given compassionately back. 

Alexandra: Accommodator, dynamic leaner, and concrete random. Activities would need to be choice board types or including a rubric. She would need to be given more time to work independently. There should be an extra activity provided for any activity to help her take it to the next level. 

Lila: Converger, Common sense learner, and concrete sequential. She needs group activities where she has the opportunity to be the leader. Rubrics must come with every project or multi-step activity. Structure of the expectations must be consistent across all content areas and the use of modeling when explaining the coming assignment. 

Antonio: Assimilator, analytical learner, and abstract sequential. Rubrics must accompany all activities so that an order is being done. He needs to be able to run his information found by the teacher to clarify he is on the right track so check-in points are necessary. He must be able to work with students in a discussion setting as well as reflecting on his learning. 

Ingrid: Diverger, imaginative learner, and abstract random. Illustrations or creative outlets must accompany all assignments or larger projects. She must be given feedback throughout her work through conferences with the teacher. She also needs to be able to work in groups of her own choosing. 

Kristen: Accommodator, dynamic learner, and concrete random. Technology must be present on a choice board. Choice boards must have at least 6 options for her to choose from that have a variety of outlets for her to use. She needs activities that lean themselves to exploration like experiments that could go more than one way. There should be times for her to choose independence over group work that allows her the freedom to extend her activities as she wishes.