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Learning and Development Statement

A teacher must understand how students’ learn and develop and use this

knowledge to inform their practice. A key component of meeting the developmental

and learning needs of individual students’ is differentiating instruction. “The fact

that all students in a particular classroom share a similar date of birth is no

indication that they all learn at the same rate, in the same way, and with the same

support system.” (Sousa & Tomlinson, 2011, p. 7). Howard Gardner’s theory of

multiple intelligences outlines eight different intelligences: verbal-linguistic, logical-

mathematical, visual-spatial, musical, naturalistic, bodily kinesthetic, interpersonal,

and, intrapersonal (Gardner, 2006). Students’ are often a combination of these eight

and will learn best when content is delivered to meet as many of the different

intelligences as possible.

This artifact is a vocabulary acquisition lesson plan taught in a 5/6 classroom

that was designed to meet different students learning needs and to offer them

choice in their learning. Providing students with multiple ways to demonstrate

knowledge and skills increases engagement and learning, and provides teachers

with a more accurate understanding of students' knowledge and skills. (Darling-

Hammond, 2010). In this lesson students are given the choice to demonstrate their

understanding in a way that best fits their preference or suits their intelligence

preference.

Students were each given a different vocabulary word from the play they

were currently studying. When teaching vocabulary it is critical that the words are

related to the academic subject being taught, the vocabulary works should be
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embedded in meaningful reading material (Freeman & Freeman, 2004). In this

context students were studying the play for a period of time in order to perform at

the end of the study. These words were directly related to the content were critical

for students to understand as they continued in their study.

Students were responsible for defining the word correctly using a dictionary

source, determining its part of speech, and citing its use in the script. Then the

students chose another more creative activity to expound upon their understanding

of the word. The creative choices given the students were of a variety to meet

different intelligence styles as per Gardner’s theory. The choices also presented

greater student engagement. “If students didn’t engage with language, no learning”

would occur (Cambourne, 1995, p. 186). I believe that one way to have students be

engaged in their learning is to offer them a choice and some autonomy in their

learning. This element of free choice allowed students to chose an activity that was

appropriate for their learning level and preference.

Students had fun with their creations and when they were done everyone

shared their work with the class. “Learning is fundamentally social” (Johnston, 2013,

p. 67). It is important that students get an opportunity to discuss concepts and ideas

with their peers. “Children need to ask their questions to explain things to other

children, and between themselves and adults” (Clay, 2014, p. 28). Social learning

often motivates students and this can be used as an appropriate incentive to

encourage students to complete work in a timely manner.

Ultimately this lesson was highly successful because the content was

differentiated to meet individual student needs, students were given choice, and at a
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change to work collaboratively in a content matter what was relevant. “Providing

students with multiple ways to access content improves learning” (Hattie, 2011).

From this experience I saw first hand the power of choice in student

engagement. In my current practice I incorporate student choice as often as I can

into any subject. Students appreciate the ability to have some control over their

learning. I find that giving them this choice helps to build engaged responsible

learners. My students also have many opportunities to socialize and work with their

peers. Many students work best when they are able to engage in dialogue over what

they are doing. Walking around the classroom listening to my students engaged in

discussion over an activity helps me to take formative assessment checks of my

student learning and assist where needed.

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References

Cambourne, B. (1995). Toward an educationally relevant theory of literacy

learning: Twenty years of inquiry. The Reading Teacher, 49 (3), 182-185.

Clay, Marie M. (2014). By different paths to common outcomes. Auckland, New

Zealand: Global Education Systems [GES] Ltd.

Darling- Hammond, L. (2010). Performance counts: Assessment systems that support

high-quality learning. Washington D.C: Council of Chief State School Officers.

Freeman, D. E. & Freeman, Y. S. (2004). Essential linguistics: What you need to know

to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH:

Heinemann.

Gardner, H. E. (2006). Multiple intelligences: New horizons in theory and practice.

Basic Books. (p. 1-27).

Harrie, J. (2011). Visible learning for teachers: Maximizing impact on learning. New

York, NY: Routledge.

Johnston, P. H. (2012). Opening minds: Using language to change lives. Portland, ME:

Stenhouse.

Sousa, D.A. & Tomlinson, C. (2011). Differentiation and the brain: How neuroscience

supports the learning-friendly classroom. Bloomington, IN: Solution Tree

Press.
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