INTASC Standard #3
Adapting Instruction for Individual Needs
 
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
[Headings for INTASC standards are taken from - 
Campbell, D.M. et al.  (1997).  How to develop a professional portfolio:  A manual for teachers.  Boston:  Allyn and Bacon.]
Fall 2000:
        The third principal deals with understanding different types of learners and how to accommodate lessons for these learners.  In determining my progress within this standard I know I have improved immeasurable.  When I first began the semester I knew that there were different types of learners; however, I wasn’t sure exactly what these types were, and I didn’t have many ideas for how to accommodate the different types within my lesson.  At the present time I am aware of the different types of learners, their technical name, and how they tend to learn better.  After reading within my text and completing reading log referencing my Music Education text, chapters four and five (located within my reading long section) I now have different teaching ideas to use within my classroom. 
          Not only is my application of this principal apparent within my micro-teachings, but my understanding is also portrayed within my MUSED 100 midterm.  One entire section of my midterm was devoted to creating lesson plans that cater to all types of learners.  I received a perfect score on this section of my midterm, again demonstrating my understanding of this principal.


Spring 2001:
       Within my sophomore year I have had my first Educational Psychology classes.  These have taught me that there are many different types of learners, and that you need to adapt instructional strategies for the different types of learning.  Within Educational Psychology 290 we had to develop a tiered lesson.  This means that we chose a concept that we wanted to cover within a class session, mine was dynamics, and we then figure out how we could teach the concept differently to three different groups of students.  These different groups have different intelligence levels, meaning one group is advanced, one is average, and one is below average.  The trick is that, in the end, each group must walk away with a command over the new concept. 
          My assignment dealing with special learners (located under this principal)  and my reading log concerning special learners (located in my reading log section) really demonstrates my understanding of this idea.  For the first assignment I had to watch a video about special learners within the music classroom.  After watching the video, I then had to answer questions to show my understanding.  By watching the video and reading the article I was able to learn about many teaching ideas concerning special learners in the classroom.  By completing both of these things I know think I have a better understanding of what I might need to do as a teacher in order to accommodate  a student that is a special learner.
          Another assignment which shows my ability to plan my lesson towards different types of learners is my third micro-teaching lesson plan (found within this section).  With this micro-teaching I had to review a chant and add a percussive accompaniment.  Visually I had copies of the chant, copies of the percussive score, and posters.  For my aural learners they were able to hear the chant as the class chanted.  They were also able to hear the percussion parts as we worked them out as a group.  The actual playing and chanting added a hands-on or kinesthetic activity.

Spring 2003:
          This standard deals with the teacher's ability to recognize that there are different learning styles, identify the different learning styles within her students, and plan lesson plans according to these differing learning styles.  Today's teacher needs to incorporate many different methods of material aquisition within her teaching.  Students have different ways of aquiring knowledge, by hearing, by seeing, or by doing, and today's teacher needs to present material in ways that will benefit all students. 
          It is easy to present all knowledge in an auditory or visual way; however, it oftentimes takes more effort to think of a more tactile approach to learning.  This extra effort is what seperates the good teachers from the expert teachers.  I had to make sure to address all of the different types of learning withing my lesson plan.  I made use of lecture technique for my auditory learners, when talking about the different types of clouds.  I think enhanced this lecturing with written words on the board, and well as visuals.  I also had many different activites that required students to create, or approach something in a hands-on way.  The completed activity then became a resource for my visual learners.  By connecting all of the types of learning, I was able to benefit all of my students, not just one catergory.
          In the end, the implementation several teaching techniques within a lesson, is definitely worth the extra effort.  You are bettering your chances, as an educator, of reaching every type of student within your classroom, and ultimately fulfilling one of your educational goals: intellectually impacting every student under your direction. 

Fall 2003:
          For my poetry unit within my Literacy class I had to select four quality poems.  Two of them could be from American poets; however, at least two had to be multicultural.  After selecting the poems, I had then had to construct a poetry unit utilizing four, forty-five minute blocks within a third grade classroom.  The unit called for an introduction to poetry as a whole.  Not only did I have to introduce the characteristics of poetry, but I also had to get their initial feelings towards poetry in general.  Next, we worked with choral reading.  I had to introduce and model it before the students were able to decide upon their own methods for chorally reading their poems.  The third day was spent modeling how to write a poem using a model, and the final day of instruction gave the students the chance to model their own poem from one of the poems included within our unit.
         I learned many things through my teaching of poetry.  First, I learned how to pick quality poems.  This might not seem like a daunting task, but with all of the poetry available it can be slightly overwhelming.  I now know what to look for within poetry.  I look for strong use of language, different literary techniques, and analyze the connection that my students might be able to make with the work.  I am also more confident with multicultural poems.  I selected Native American poems to use within my unit, and discovered that the students were just as excited to read these as the more standard American poems.  The most important thing to remember is the students and their response.  It is important to select poems that will speak to students in one way or another.  Second, I was introduced and able to implement the practice of chorale reading.  Not only is this an exciting way to read poems, but it also gets the students involves and gives them room for creativity.  It was a great way to bring the poems to life for my students.  Next, I learned how to implement modeling within my poetry instruction.  For a child the task of writing a poem can seem impossible; however, using a poem that is already written as a guide simplifies the process.  This task was overwhelming to my students at first; however, after careful modeling it became much more feasible.
          INTASC standard 1 addresses the teacher’s knowledge of content, and this is most definitely exemplified through this lesson.  Not only was I required to know and teach the different characteristics of poetry, but I also had to be familiar with concepts such as imagery and personification.  Within my lesson plan I had to outline the different strategies that I was choosing to implement within my lesson.  This process connects to INTASC standard 3 and my ability to design instructional strategies.  It is important that I become familiar with my students and design and modify my activities around my students.  I had to be flexible within my lesson and change a few things around because of the mentality and energy level of my group.  INTASC 10 deals with the practice of teacher reflection.  Within my lesson I completed a post-teaching self-analysis.  This reflection helped me to not only identify the things that I might want to change or modify before I teach the lesson again, but it was also an opportunity to recognize my strengths within the unit and the teaching.  Lastly, I created a rubric to assess my students’ learning, which falls under standard 8.  Not only do I have a firm understanding of why it is important to address the INTASC standards within my lesson, but I also realize the importance of teaching through the Language Arts standards.  I was able to provide an opportunity for my students to collaborate and participate in a variety of activities linked to reading, writing, viewing, and problem solving, such as chorale reading.  I was able to use my poems to create learner-centered classrooms that motivate students to write.  Through my chorale reading and quick draws, I provided my students with an opportunity to creatively respond to literature.

Spring 2004:
          Within this principle, the teacher understands that students vary in learning styles and need to be taught accordingly.  Exceptionality in learning also plays an important factor.  Those students with learning disabilities will need to be taught differently than those without such disabilities.  Also, gifted students will need to be more challenged in relation to the average students.  Although students may differ in ability levels, the teacher needs to treat all students fairly and believe that all children can learn at high levels.  Within this principle, the teacher is expected to not just teach to one type of learner, but to all types.  Every different learning style should be represented in each lesson.  These learning styles include visual, aural, and kinesthetic.  This principle also says that teachers should understand how students’ learning is influenced by personal experiences.  A model teacher should be able to teach to every type of learner.
          In my math methods course I have the opportunity to teach at Storer Elementary in Muncie, Indiana.  As part of a program they call Math Enrichment, my two partners and I work with a group of eight first graders.  I have learned that in order for our lessons to be of the utmost effectiveness we must plan for the different learning styles and levels of our students.  In our lessons we include a "gear up" and a "gear down."  These are ways of making the lesson more or less challenging, and since we plan them before teaching we can adapt our lesson accordingly when we are in the classroom.  It is sometimes difficult to think of the many different learning levels when planning a lesson; however, I now that it is essential.  By taking the time to think of effective ways to adapt the lesson, I am only making things easier for me, the educator, in the long run. 
          Although all of my teaching experiences have been different, one thing remains constant: my students all have differing approaches to learning.  Through this standard I have gained an understanding of the importance of the differences.  Although it may seem more demanding during my planning, it is essential in order to guarantee that all of my students are having the same opportunity to succeed in our classroom.