Reflection 6714-D

Reflection on Technology and Diversity

Introduction
Differentiation is the key to engaging and reaching all learners. Throughout this course I have reconsidered and pondered how effective my classroom practice is when implementing and meeting the diverse learning needs of my students. A practical challenge to me this year was the introduction to the inclusion classroom environment. I honestly struggled in carving a path that I felt was individually meeting all students’ needs and that was progressing learning forward. This course assisted me in narrowing my focus goals down into two areas that I felt I could adjust currently and continuously restructure as need for the ongoing growth of my profession and student learning. The following will explain how I came to these two focus goals and the impact they will make for each student’s successes as a learner.
The initial frustration I experienced within my inclusion classroom was the vast array of abilities and strength areas. It seemed that I was constantly being the provider of knowledge instead of the guide or facilitator to knowledge. I was reminded of this when Dr. Throne stated this evolutionary change in education over the years as the teacher moved from “knowledge giver” to the “guide on the side” (Laureate, 2009a). This allowed me to reflect on how unfair my teaching practice and confidence in this group of students had been. I was consumed by the feeling of being overwhelmed by different needs and felt I could not help them to the level they required. I had to consider what was my role as their educator was and if I was being successful in this role and what could give both of us the success we needed. One of the key components to the success of failure of inclusion is if the classroom teacher is able and/or willing to differentiate instruction to meet the individual needs of students in the classroom (Bray, 2004). Based on the differentiation key component I had not been executing this to the full potential to bring success within the classroom. As Dr. Tomlinson pointed out I needed to consider what I could do to provide flexibility in time, space, groupings, methods, and materials (Laureate, 2009b). Through this realization I understood that I did not need to create twenty five different lesson plans or learning intentions for each day, but instead make available products and resources that catered the most intentional variety of learning styles to each student. My two focus goals are to differentiate products through student choice which permits the students to demonstrate mastery of the content through their unique strengths and to have resources available that allow students to learn the material or content in the method that best fits their learning style. I also knew that student choice was one of the most effective way to engage struggling students who tend to fit the inclusion class (Alvermann, Phelps & Ridgeway, 2007). I truly saw this come to life when designing application seven in this course through sitting and creating an ongoing plan that students would learn from the beginning of the year to implement differentiation and arm the student with the knowledge of how they learn best and the reasoning behind that. Once students were familiar with their learning style and the resources via CAST, the differentiation process would be more accessible, understandable, and smooth. My second adjustment or goal is for students to effectively use assistive technologies by knowing when it is needed and how to use it to the optimum level. Technology can often bridge the gap that teachers cannot account for in a room of twenty five students with such diverse needs. Technology can provide the teacher with tools that can facilitate assistance, remediation, or extended learning (Bray, 2004). I feel assistive technology from recorded books on IPods to Word Prediction Software help make learning and engagement possible when pencil and paper would not. The student may have the cognitive level needed but not the means to get there, which metaphorically I compare to having a car to drive and knowing how to drive, but no directions as how to get to the destination. This is a highly frustrating situation for student and teacher, therefore my goal has become to arm or provide the students with the needed varied resources while making them aware of what is appropriate for their learning styles.

Conclusion
I desire to implement this plan for students in full effect the next school year to see results and a growth of self-efficacy in student ability and learning. I also want to see how this can grow my professional outlook on the classroom. Allowing the students to know what type of learner they are is information that many students were not given under the “all knowing teacher”. Think of the power of a student who can recognize how they will learn and master the content in different ways best suited for them without the teacher “telling”. This process demonstrates an expectation for a higher level of thinking just for the process of learning, before the content is mastered. It requires the student to be reflective on their successes, failures, and abilities.