Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures

and communities to ensure inclusive learning environments that
enable each learner to meet high standards.

While completing my coursework for EDU 4500,

Theories and Techniques of Instruction, I was
required to participate in a thirty hour site based
observation. This site based observation took place
in a kindergarten classroom at Roosevelt Elementary
School in Livonia. This kindergarten classroom was
full of students with unique and varying
personalities who came from all levels of the
socioeconomic ladder. These students varied greatly
in many areas of development. This variance was
most apparent in the areas of literacy and
social/emotional development as many of the
students in this classroom had no prior school
experience before attending kindergarten. The
variances in development and diverse backgrounds
of the students in this classroom produced a wide
array of learning styles and a fairly significant
variation in each individual students need for
competence, self-worth and relatedness.
The unique make up of students within this
classroom required not only an understanding of
individual differences in learning and development
but also the ability to successfully differentiate the
content being taught. The same content was initially
introduced to all students in the same manner and
was then adapted to fit the needs and level of each
student. This was done through individual and small
group instruction as well as through the use of
appropriately leveled materials and activities, such
as letter recognition activities and math activities
which employed concrete objects. The process of
differentiation was especially important for the eight
students in this classroom who received RTI
services.
After one particular literacy lesson, I was able to
work with one student who needed additional
support with letter identification and phonemes. My
goal was to help her become familiar with the letters
in her name, what they look like, and the sounds that
they represent. In order to do this, I took an
individually appropriate approach, turning the letter
recognition activity into a game. This game required
the student to locate the selected letter and trace it
with her finger (I assisted when necessary). Once the

letter was found and traced, I provided the selected

letters sound. The final task was for the student to
verbally name all the cards present (the picture on
each card started with a different letter in the
students name) and decide which toy shared its
beginning sound with the selected letter. We
continued this game over several weeks and progress
was made. Not only can the student now identify the
letters in her name and their sounds, but she can also
write them in the correct order. By using an
individually appropriate approach and employing
concrete objects, I was able to help this student
make progress. This hands-on activity helped to
spark the students interest in letters and phonemes
and also helped her to gain a better understanding of
the purpose of letters and what they represent.
Reflection:
Having the opportunity to participate directly in a
differentiation activity with this unique kindergarten
students helped me to see how important it is to
provide modified activities in order to help all
students reach high standards. By participating in
this differentiation activity, I also came to realize
just how important it is to get students (especially
those with disabilities or delays) directly involved
with a concept or idea through hands-on activities.
In my future classroom, I will be sure to provide
activities and learning tools that enable each and
every one of my students to make progress and reach
high standards.

A photo of the manipulatives used as a part of the

phonemic awareness game I implemented to assist a
kindergarten student with letter identification and
phonemes.