Jennifer Stanley

10/06/15
SCED 499
Dr. Edgar
InTASC Standard 2: Learning Differences
As a prospective teacher, it is my responsibility to make the content of my course as
accessible to my students as possible. Following this understanding, I must first realize that my
students come from very different environments and experiences which have shaped their current
behaviors and views. In order to meet the diverse needs of my students, therefore, I must be able
to present information in an engaging way through incorporating approaches such as Universal
Design for Learning (UDL). By providing Multiple Means of Representation, I will offer my
students several modalities through which they might be able to learn the content. For example,
if studying the epic poem Beowulf, I could provide students with the opportunity to listen to a
spoken performance of the poem in original Old English and could also have students watch
clips of film versions to compare these adaptations to the original text. As for Multiple Means
of Action and Expression, I could have students participate in activities related to the historical
context of the poem, such as simulating clan wars and tributary systems while explaining the
concept of weregeld. This could provide students to utilize various mediums, such as computer
programs to develop information about their tribe and kinesthetic opportunities for students to
simulate clan wars in the classroom. As for Multiple Means of Engagement, I could focus on
developing group activities for the unit, fostering collaboration between students. Perhaps
assigning one section of the text to a group and asking them to translate it into modern English
(or even different dialects of contemporary English, such as AAVE) could allow students to work
together in deciphering the meaning of the poem. Additionally, a large class-wide discussion
about particular sections could help students to understand the various portions of the text and

how they interact as a whole or reflect Anglo-Saxon values. Drawing upon my students interests
and background knowledge is also extremely important. For example, gaining student interest
through culturally-relevant activities such as analyzing diverse literature and presenting
information in fun ways (i.e. rap songs) could help my students to learn the content. As for the
diverse literature aspect, perhaps I could present my students with tales of literary heroes
across the globe for a comparison with Beowulf.
Additionally, I must provide accommodations or adjust my teaching methods for my
students; whether they have IEPs, are ELLs, or ate GT students, each individual has a very
specific set of needs which I must address in order to make the classroom a positive environment
for learning. As for some broad accommodations, I might provide some students with extra time
to complete an assignment or a modified rubric or worksheet. Furthermore, following Howard
Gardners theory of multiple intelligences, providing my students with varying mediums for
learning might also be able to appeal to a greater number of my students. Incorporating activities
that are kinesthetic, visual, auditory, and so forth could help to motivate my students for that
particular lesson. However, at the same time, I do not want students to feel as if they are not
being challenged. I want to establish an environment which enables all of my students to meet
high standards through scaffolding materials accordingly. I will strive to make my classroom a
comfortable, but rigorous environment. Ultimately, I want my students to understand that they
are all valued as individuals in the classroom and that they all have the potential to achieve at
high levels. As Nel Noddings claims, we must first care about the whole student before we can
make an impact on their learning. In order to show them that we care, we should provide them
with the opportunity to learn in the way that best suits them as individuals.