INTASC+3

=INTASC #3: Learning Styles / Diversity =

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
INTASC 3A | INTASC 3B

 **A. The teacher integrates a multicultural perspective in instruction. ** This INTASC principle is included within my unit plan.

 **B. The teacher creates instructional opportunities that are differentiated for diverse learners. ** __What is this artifact?__

This artifact is a [|Unit Plan] for 3rd grade math. There are three lesson plans included in the unit plan: Area and Perimeter, Volume, and Coordinate Planes. All three lessons are specifically differentiated by content, process, product, environment, learning profile, readiness, and student interest in order to **meet the needs of** **ALL** learners.

__How does this artifact demonstrate evidence of your master of the INTASC principle?__

This artifact demonstrates my ability as a teacher to **differentiate lessons by content, process, product, environment, learning profile, readiness, and student interest** in order to meet the needs of ALL learners. I was able to successfully differentiate content using different manipulatives throughout each lesson. I used discovery learning, stations, direct instruction, and different types of teaching methods to differentiate by process. I differentiated the product by using different forms of assessments such as an "I-Spy" activity and a coordinate planes version of the classic game "Battleship." I differentiated environment by using individual, small group, and whole group instruction as well as using seat work, having the students sit on the floor, working out in the pod, and using activities that encouraged the students to get up out of their seats. I differentiated by learning profile by making sure lessons were accessible for visual, auditory, and kinesthetic learning styles as well as for Gardner's multiple intelligences. My lessons were differentiated by readiness by using pretests, having the students give me thumbs up or thumbs down, and by monitering student progress throughout the lesson. Student interest was differentiated by using a variety of games, mobile activities, rewards for productive behavior, and creative manipulatives for measurement instead of just rulers and graph paper.

__In what way did this artifact contribute to/relate to positive impact on student learning?__

When lessons are differentiated to meet the needs of all learners instead of just the average learner, then every student is given the opportunity to be successful in the classroom. Students who are gifted and talented are given opportunities to be challenged and engaged, while students who may be struggling or have a disability are given opportunities to succeed and learn. **Universal Design of Learning** is imperative to implement in order to have a successful classroom.

__Where does this artifact fit in the JPTAAR cycle?__

This artifact fits into the planning part of the JPTAAR cycle. It is important to plan lessons that meet the needs of all learners. Every student is unique and it is vital that teachers plan lessons that reach those unique needs of each and every one of their students.