Diversity Proficiency Assessment. Stephanie Mata. Walden University. EDUC 7741: Designing Professional Development. Professor Jones.

Transcription

1 Running Head: DIVERSITY PROFICIENCY ASSESSMENT 1 Diversity Proficiency Assessment Stephanie Mata Walden University EDUC 7741: Designing Professional Development Professor Jones June 21, 2012 Your Name: Stephanie Mata Assignment Title: Diversity Proficiency Assessment Date Submission Due: June 24, 2012 Date Submitted: June 21, 2012 Percentage Score from TurnItIn Originality Report: *Note any comments about your TurnItIn score. *General comments about the assignment you would like to share with instructor.

2 DIVERSITY PROFICIENCY ASSESSMENT 2 Diversity Proficiency Assessment Educators need to be aware of diversity among students. Understanding how diversity affects learning is a critical element of reaching students and helping them to understand content. This paper will discuss nine objectives to show proficiency (Walden, 2012) as shown in Appendix A. For each objective, the author will provide a personal interpretation and evidence as to how she has met this objective. Objective A The candidate understands and can identify differences in approaches to learning and performance, including different learning styles and performance modes, and can facilitate instruction that helps use students' strengths as the basis for growth (Walden, 2012, p. 1). In order to have the greatest impact on student achievement, it is necessary to integrate different learning styles into the classroom. Howard Gardner (1993) offers a learning style inventory to help identify each person s strengths and weaknesses in different types of learning. When teachers understand that each of their students learns best in a different way, and know which intelligence is dominant for each of their students, they are better able to individualize the lesson for each student. A teacher needs to know the learning style of each of his or her students as well as how many of his or her students fit into each category of learners. When planning lessons, teachers must be sure to adjust lessons to accommodate different learning styles. It is also important for teachers to encourage students to develop intelligences which are not their strengths. In an effort to gather information about her students, the author of this paper administered a multiple intelligence survey to her students. A sample of this survey is shown in Appendix B. After answering all questions, a summary of each student s top intelligences was printed as seen

3 DIVERSITY PROFICIENCY ASSESSMENT 3 in Appendix C. The author created a chart showing each student s top intelligences shown in Appendix D. This chart can be sorted by intelligence in order to see which intelligences are most common. The author references this chart when planning activities for her classes and tries to accommodate as many intelligences as possible. Objective B The candidate has a comprehensive understanding of exceptionality in learning (Walden, 2012, p. 1). Students come to school with different needs. Teachers must understand these needs in order to help students learn the material. Educators must remember that when it comes to teaching, one size doesn t fit all (Gregory & Chapman, 2007, p. 1). Understanding how exceptionalities affect the learning of new content can drastically increase a teacher s effectiveness in the classroom. A teacher needs to know how many of his or her students are classified as gifted as well as how many are classified as special education students. All teachers need to work toward providing a rigorous lesson to students and challenge students who are gifted while still meeting the needs of students with disabilities. Teachers must understand the exceptionality of each of their students and know who to contact if clarification is needed. All teachers at the school where the author works received a list of who to contact regarding concerns with students who have been identified as exceptional students. This list is included as Appendix E. In an effort to be proactive, the author contacted the Lead Teacher for Special Education and requested a list of all students who have been identified as special education students, which can be seen in Appendix F. Objective C The candidate is aware of the needs and issues related to English language learners and are familiar with strategies to support their learning (Walden, 2012, p. 1). English language

4 DIVERSITY PROFICIENCY ASSESSMENT 4 learners (ELLs) are a growing population in schools today. According to Huerta and Jackson (2010) the number of ELLs in public schools has doubled in the last thirty years. Teachers who may not have experience working with this group of students need to begin learning about the needs of ELLs. One of the greatest challenges for both teachers and students is developing the academic literacy that is required for most classes. ELLs have to be able to use their initial understanding of the language to learn the content of their academic classes (Echevarria, Vogt, & Short, 2008) which can be confusing for students. World-Class Instructional Design and Assessment (WIDA) provides several resources for determining which activities are appropriate for each level of English language development. Teachers need to know which of their students are ELLs and how long these students have been studying the English language. It is also important for teachers to look at students Assessing Comprehension and Communication in English State-to-State (ACCESS) test scores from previous years. Teachers must determine which strategies are most effective with the students that they teach. While teaching content, teachers need to find effective ways to integrate use of the English language. It is very important that teachers not allow students to use language as an excuse for not learning content. When planning activities for the class, a teacher must keep in mind ways to increase participation of students with low English ability without making students uncomfortable. The author of this paper has studied the ACCESS scores for students in her classes. A summary of these scores can be seen in Appendix G. By looking at the scores for each student, the author plans activities in which the students will be successful. The author uses the WIDA Can Do Descriptors (WIDA, 2009) when planning activities for her students. A sample section of the WIDA Can Do Descriptors can be seen in Appendix H. Based on the score that students

5 DIVERSITY PROFICIENCY ASSESSMENT 5 received on the ACCESS test, the author chooses activities from the Can Do Descriptors chart which are appropriate for each student. Objective D The candidate understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values (Walden, 2012, p. 1). Understanding a student s behavior and attitude toward learning is sometimes as simple as knowing about his or her family history, language development in native language, culture, and family values. If teachers do not take time to work to understand their students culture, there is a much greater possibility of a culture clash (Cole, 1995, p. 10) in the classroom. It is important to know about problems that could arise from cultures being misunderstood by teachers or students. Knowing which families have high educational expectations for their children will help a teacher to understand the goals of the student in comparison to the goals of the family. A teacher needs to know how many of his or her ELL students are literate in their native language. It is also important to know how many of the parents are literate, either in their native language or in English. Teachers must consider the resources which are available to students in their homes as well as in the community. If students do not have access to reading materials, teachers need to know where students can go in order to access these materials. Teachers need to encourage not only students to improve their literacy, but also need to encourage parents to improve English skills and literacy in order to support education at home. At the school where the author teaches, all students who are new to the country complete a Home Language Survey, shown in Appendix I. This survey informs the teacher if the student speaks any language other than English and what that language is. It also informs the teacher if

6 DIVERSITY PROFICIENCY ASSESSMENT 6 the parents understand English so that the teacher can make arrangements for an interpreter if necessary. This survey is available to parents in English or Spanish. In an effort to increase parent involvement, the county in which the author teaches has opened several Parent Resource Centers (PRC) which offer multiple services to parents. A sample of a PRC Newsletter is shown in Appendix J. The author distributes the newsletter to her students each time it is released. She also mentions the PRC each time she speaks with parents. Objective E The candidate identifies, designs, and/or supports instruction appropriate to students' stages of development, learning styles, strengths, and needs (Walden, 2012, p. 1). Teachers need to plan lessons based on the needs of each class and specific students. These needs include the cognitive and developmental level of the students as well as learning style and strengths. Once teachers have identified these aspects of each learner in their classroom, the achievement levels should increase because instruction will be based on the needs of each student rather than the desires of the teacher. It is important for a teacher to know where each of his or her students is based on ability to show understanding of content. Teachers need to know how to move students from one level to the next. It is important that lesson plans reflect the needs of the students. The author gives a benchmark test every six weeks in order to determine what students have learned and what still needs to be addressed. A sample of a benchmark test is shown in Appendix K. After completing the analysis of benchmark data, the author meets with other teachers of the same course to discuss results. The notes from one of these meetings are included as Appendix L. Objective F

7 DIVERSITY PROFICIENCY ASSESSMENT 7 The candidate uses educational approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes (Walden, 2012, p. 1). In order to teach the standards for any given content, a teacher must know the sequence of the material, but must also understand the type of sequencing used when the curriculum was designed (Ornstein & Hunkins, 2009). If the curriculum was designed to be chronological, a teacher cannot decide where to start teaching; it is necessary to continue where the previous teacher stopped teaching. Being able to relate new content to ideas what students already know and understand increases their knowledge of new topics. As a teacher, it is very important to know which standards were taught the previous school year as well as those that will be taught the next year in order to prepare students for their future. It is important to relate new material to the content which students have already learned as this will make learning more meaningful for students. The author of this paper studied the standards for Mathematics I, Mathematics II, and Mathematics III. A section of this comparison is included in Appendix M. By looking at the Mathematics I standards, the author is able to see what students have studied previously. The Mathematics II standards are what the author is teaching this year. When looking ahead allows the author to ensure that she is preparing students for the next year s class. At the beginning of the school year, the author administered a pre-test to her students in an effort to determine what they already know. A sample of one pre-test is included as Appendix N. Upon completion of the pre-test, the author completed a chart showing the results for her classes, shown in Appendix O. This chart shows the author not only which questions the students missed, but also shows what common wrong answers were, allowing the author to determine where students became confused.

8 DIVERSITY PROFICIENCY ASSESSMENT 8 Objective G The candidate identifies when and how to access appropriate services or resources to meet exceptional learning needs (Walden, 2012, p. 1). When working with exceptional learners, teachers must not only understand the diagnosis of the problem which could be preventing a student from learning, but also needs to know how to best assist the student. This assistance will be based on an accommodation plan either for ELLs or special education students. Knowing what one can do to assist a student will help to increase achievement. Teachers need to know which of their students have an Individualized Education Plan (IEP) and which have an ELL/Test Participation Committee (TPC) plan. It is also important to know what accommodations each of these students is allowed. If a teacher is not clear about what the accommodation implies for classroom instruction, he or she needs to know who to contact for clarification. The author of this paper has worked with multiple groups to create ELL/TPC plans with accommodations for her students. One of these plans is shown in Appendix P. It is also important to know how testing accommodations affect classes when administering standardized tests. The author has created charts for test administration showing testing accommodations. A sample of this chart can be seen in Appendix Q. Objective H The candidate seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences (Walden, 2012, p. 1). When working in education, a person is bound to encounter differences between cultures in a school or system. All educators must work to develop intercultural competence (Bennett, 2003, p. 347) and understand the meaning of facial expressions and body language in

9 DIVERSITY PROFICIENCY ASSESSMENT 9 different cultures. If a teacher does not understand the culture of a student, the behavior may be identified as disrespectful. It is important for teachers to know the culture of each of their students as well as how this culture affects the learning process. The author looks at the Home Language Surveys shown in Appendix I for each of her students. She also looks at International Student Information Sheets when available. A sample of this form is shown in Appendix R. While this form has similar information to the Home Language Survey, it provides more information for teachers. By getting to know her students and understanding their culture, the author makes connections with families. These connections extended beyond the school to family events and celebrations. Appendix S shows an invitation to the baptism of a child of a former student of the author. The author has attended several events similar to this one. Objective I The candidate creates a learning community in which individual differences are respected (Walden, 2012, p. 1). Respect for students is a critical part of teaching. If a student believes that no one respects him, the level of success that student can achieve is lowered. When beginning a new school year, it is necessary to show students that they have the respect of the teacher and the teacher deserves theirs. Teachers need to know how each of their students learns best. It is important to respect the needs of all students and teach students to respect each other. One way that this respect can be shown is offering choice in groups and assignments when possible. After having students complete the Learning Style Inventory in Appendix B, the author plans activities which allow students an opportunity to show their understanding in multiple ways. One example can be seen in Appendix T. This is a project which the author has used for

10 DIVERSITY PROFICIENCY ASSESSMENT 10 the last three years. No two students complete the project in the same way. The options allow for students to choose which learning style they prefer, but limited options also show students that they have to work on improving all learning styles. Conclusion As teachers begin to address the diversity that appears in the classroom, instruction will improve. This will lead to gains in student achievement. In order to help students learn as much as possible, teachers need to understand how students learn and what can affect student learning. Diversity is a large factor in education and if teachers do not address diversity in the classroom, they are not truly teaching students.

11 DIVERSITY PROFICIENCY ASSESSMENT 11 References Bennett, C. (2003). Comprehensive multicultural education, 5 th edition. Boston, MA: Pearson. Cole, R., ed. (1995). Educating everybody s children: diverse teaching strategies for diverse learners. Alexandria, VA: ASCD. Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn and Bacon. Gardner, H. (1993). Multiple intelligence: the theory and practice. New York: BasicBooks. Gregory, G. & Chapman, C. (2007). Differentiated instructional strategies: One size doesn t fit all. Thousand Oaks, CA: Corwin Press. Huerta, M. & Jackson, J. (2010). Connecting literacy and science to increase achievement for English language learners. Early Childhood Education Journal. 38: Ornstein, A. & Hunkins, F. (2009). Curriculum: Foundations, Principles, and Issues. Boston, MA: Pearson. Walden University. (2012). EDUC 7741: Designing professional development syllabus. Retrieved from webapps%2fblackboard%2fexecute%2flauncher%3ftype%3dcourse%26id%3d_ _1%26url%3D WIDA. (2009). English Language Proficiency Standards Grade 6 through Grade 12. Retrieved from

12 DIVERSITY PROFICIENCY ASSESSMENT 12 Appendix A Diversity Proficiency Outcomes (Walden, 2012, p. 1) Outcome A: The candidate understands and can identify differences in approaches to learning and performance, including different learning styles and performance modes, and can facilitate instruction that helps use students' strengths as the basis for growth. Outcome B: The candidate has a comprehensive understanding of exceptionality in learning. Outcome C: The candidate is aware of the needs and issues related to English language learners and is familiar with strategies to support their learning. Outcome D: The candidate understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. Outcome E: The candidate identifies, designs, and/or supports instruction appropriate to students' stages of development, learning styles, strengths, and needs. Outcome F: The candidate uses educational approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes. Outcome G: The candidate identifies when and how to access appropriate services or resources to meet exceptional learning needs. Outcome H: The candidate seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences. Outcome I: The candidate creates a learning community in which individual differences are respected.

13 DIVERSITY PROFICIENCY ASSESSMENT 13 Appendix B Sample of Student Completed Multiple Intelligence Survey

14 DIVERSITY PROFICIENCY ASSESSMENT 14 Appendix C Sample Student Results Page

15 DIVERSITY PROFICIENCY ASSESSMENT 15 Appendix D Summary of Multiple Intelligence Data for All Students

16 DIVERSITY PROFICIENCY ASSESSMENT 16 Appendix E Contact List for Exceptional Students

17 DIVERSITY PROFICIENCY ASSESSMENT 17 Appendix F List of Special Education Students with Disability

18 DIVERSITY PROFICIENCY ASSESSMENT 18 Appendix G Sample of ACCESS Score Report

19 DIVERSITY PROFICIENCY ASSESSMENT 19 Appendix H WIDA Can Do Descriptors

20 DIVERSITY PROFICIENCY ASSESSMENT 20 Appendix I Home Language Survey

21 DIVERSITY PROFICIENCY ASSESSMENT 21 Appendix J Parent Resource Center Newsletter

22 DIVERSITY PROFICIENCY ASSESSMENT 22 Appendix K Sample Benchmark Test

23 DIVERSITY PROFICIENCY ASSESSMENT 23 Appendix L Data Discussion Meeting Notes

24 DIVERSITY PROFICIENCY ASSESSMENT 24 Appendix M Standards for Data Analysis and Probability

25 DIVERSITY PROFICIENCY ASSESSMENT 25 Appendix N Sample Pre-Test

26 DIVERSITY PROFICIENCY ASSESSMENT 26 Appendix O Analysis Chart for Pre-Test Data

27 DIVERSITY PROFICIENCY ASSESSMENT 27 Appendix P ELL/TPC Accommodation Plan

28 DIVERSITY PROFICIENCY ASSESSMENT 28 Appendix Q Testing Accommodation Chart

29 DIVERSITY PROFICIENCY ASSESSMENT 29 Appendix R International Student Information Sheet

30 DIVERSITY PROFICIENCY ASSESSMENT 30 Appendix S Invitation to Baptism

31 DIVERSITY PROFICIENCY ASSESSMENT 31 Appendix T Phantom Tollbooth Project