Understanding Every Student
Last week in EDU 222, my classmates and I had an important learning experience in understanding the student. As educators, we expect to have students that have varied needs that we will need to attend to, but this was an example that we got to experience for ourselves. I was able to realize how different student needs are and how we, as educators have to adapt to how they learn and understand the content.
During our class last Tuesday, we were handed "extraordinaire cards" that had strengths of characters. As future educators, we were to see these examples of students walking into our four-student classroom. One side of the card had strengths of the character and the other side had the reasons behind the strength, showing why that "student" acted that way.
We began with what we knew, wished, and wondered about the student. Our first card was a vampire teen and my group decided that the teen looked sad, excluded and lonely. After sharing our thoughts with the class, we were handed a few more cards and discussed how we would accommodate for these students.
First we were asked to figure out how to accommodate for this student who seemed to be an outcast. Being a vampire, he had a blood bag that he carried around and we thought of ways to work with the student so he felt safe and comfortable. After figuring this out, we got handed the other cards I mentioned previously.
My group had to figure out how to provide supports for these students so the students can learn for the best of their ability. Together, my group thought of creating a "menu of options" that would gear towards each multiple intelligence and learning type. We learned that for our options, which we are also going over in our Inclusion in the Classroom class. The magic number is 3, not to give students too few options, but enough to adapt to their own learning style.
This was a great activity for my classmates to do as pre-service educators. I understood that all student learned differently, but this put everything into perspective. All student DO learn differently and we have to accommodate for all learning styles. Each student that walks into your classroom door is different and you cannot always predict it.
Emily
During our class last Tuesday, we were handed "extraordinaire cards" that had strengths of characters. As future educators, we were to see these examples of students walking into our four-student classroom. One side of the card had strengths of the character and the other side had the reasons behind the strength, showing why that "student" acted that way.
We began with what we knew, wished, and wondered about the student. Our first card was a vampire teen and my group decided that the teen looked sad, excluded and lonely. After sharing our thoughts with the class, we were handed a few more cards and discussed how we would accommodate for these students.
First we were asked to figure out how to accommodate for this student who seemed to be an outcast. Being a vampire, he had a blood bag that he carried around and we thought of ways to work with the student so he felt safe and comfortable. After figuring this out, we got handed the other cards I mentioned previously.
My group had to figure out how to provide supports for these students so the students can learn for the best of their ability. Together, my group thought of creating a "menu of options" that would gear towards each multiple intelligence and learning type. We learned that for our options, which we are also going over in our Inclusion in the Classroom class. The magic number is 3, not to give students too few options, but enough to adapt to their own learning style.
This was a great activity for my classmates to do as pre-service educators. I understood that all student learned differently, but this put everything into perspective. All student DO learn differently and we have to accommodate for all learning styles. Each student that walks into your classroom door is different and you cannot always predict it.
Emily
Comments
Post a Comment