Standard+3

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Standard 3
** Teachers understand that children learn differently. **  The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Mission Possible: Welcome letter + Online Learning Links
 * Evidence 1:**

This letter for students provides an introduction and outline to a seven-week online hybrid class. It was designed in Edt 672, Teaching and Learning Online. The letter starts with a message for students and provides a written outline of the various online web sites posted on my web site. I searched to find a variety of educational links that incorporated many teaching strategies in an effort to reach a variety of student multiple intelligences including; visual/spatial, verbal/linguistic, auditory/musical. The links all have educational applications while including a variety of activities; touring museums, creating images, manipulating objects, detective observation games, music jingles, and creating images. Through the use of the Internet all students including a homebound and special needs students can access the resources from home and various classrooms any day and are not limited to the 45-minute class period.
 * Rationale 1:**

As a teacher, incorporating the variety of Internet web sites, has enriched my classroom presentations an increased my list of resources. Students have expressed they look forward to class time spent in the computer lab and demonstrate this through their willingness to begin and on-task behaviors. Resource teachers have appreciated the time flexibility while working with students in Art-I and the variety of learning activities.

KSD One reasons I designed the ‘Mission Possible’ hybrid class was to accommodate for different comprehension abilities and varying intelligences based on Howard Gardener's expanding theory. The unit accommodates reading levels of all kinds and uses a variety of intelligences including visual/spatial, verbal/linguistic, and auditory/musical through the variety of educational links I have provided.
 * 3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. **

Student interest in a subject affects their learning. Every week I present a new ‘element of design’ and reveal the new links on my web site. This online format has allowed me time to revised and add web links to the unit in my quest to find educational and engaging sites. Resource teachers have also shared ideas for special needs student and I have incorporated these ideas.
 * 3.S.5 The teacher can identify when and how to access appropriate resources to meet the needs of students with particular talents. **

The motivation to teach the ‘principles of design’ in the hybrid online format was to elevate all students’ understanding and incorporation of these principles into their artwork and visual world.
 * 3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success. **