In what ways through the classroom environment, student motivation, and instruction - can I engage and support ALL

L students in learning? The Capacity to Learn While I am reflecting on the Common Core Standards, the eaching !erformance "#pectations, the theory reader, and our class discussions, I ponder a$out the $asic assumption that is $ehind all the research% that all student&s have the capacity to learn' (rowth is a re)uirement of life and it is unavoida$le* it is as natural as the rhythm of my heart and as simple as $reathing in my sleep' he )uestion is, how effective can learning $e? o answer this )uestion I must trust the research on instruction' If all students can learn, then why do some

struggle? All students do not learn in the same ways, therefore instruction must shift for effective learning to ta+e place and for struggle to minimi,e' As a teacher, I cannot teach to the class and e#pect the same results from each individual after the assessment, therefore assessment must also $e transformed $y the new light of my initial assumption' (ardner&s -ultiple Intelligences paints a $eautiful picture' I imagine it li+e this% every intelligence is a part to a whole' .n the individual level, a student has e#perienced each intelligence, $ut favors one or two at his or her current developmental stage' In the ideal classroom each student is respected and valued, so the intelligence that each individual favors is a part to the whole

intelligence of the class' In this light, the class impacts the individual and vice verse in such a uni)ue way that it cannot $e duplicated' /ust one student&s a$sence from the group would alter the learning environment' (ardner&s -ultiple Intelligence is analogous to the mar+etplace, where intelligence represents money and how it is spent represents the student&s understanding' he e#change is the moment that the teacher must pay close attention to, it is when thought turns to word, inner speech transforms to e#ternal speech' his moment of intellectual e#pression is magical, li+e a time machine' his moment reveals the shadow of past successes and failures that the student has e#perienced with academia' It uncovers the

present understanding of content through the conte#t of the student&s intelligence* and finally this moment unveils the potential for future understanding' 01ygots+y, 23456 0(ardner, 23786 here is a techni)ue that can $ottle this moment so that the teacher can refer $ac+ to it while ma+ing accommodations to his or her planning and assessing' he techni)ue is called asset mapping, 9yrd : 9urden call it +nowing your students' he teacher can use (ardner&s -ultiple Intelligence survey' As+ing )uestions a$out students& family, friends, $eliefs, favorite su$;ects, achievements, etcetera all contri$ute to the the asset map that a teacher must navigate to inspire the confidence needed to ta+e mental ris+s' In my

opinion, the slice of culture that polari,es humanity the most is gender' he way we are sociali,ed into male and female roles creates such a pervasive gap that our paychec+s reflect it' I can ma+e the <classroom more gender friendly for all students $y following these guidelines% 26 use movement while instructing, 56 ma+e learning visual, 86 give students choice and control, =6 allow appropriate social interaction, >6 ma+e the content relate, 46 $lend art and music, ?6 connect with students, 76 promote character development, 36 encourage e)ual participation'< 09urden : 9yrd, 5@286 0!iaget, 23>56 eachers are e#pected to accommodate not only for gender differences, $ut for special needs

0S!"A6 and "nglish Learners 0"L6' 9y adding a variety of conte#t, all students can learn well' Bor e#ample using videos, diagrams, and e#periments to ma+e meaning with the content' eachers are also e#pected to use Aevelopmentally Appropriate eaching !ractices* high school students are to understand how the lessons relate to the world $eyond high school' he interpretation and the use of assessments are e#pected to $e catered to each individual, from struggling learners to (A " students' eachers are e#pected to use time, instructional strategies, and reflections in accordance with the research' Bor e#ample, assigning responsi$ilities as time+eeper, reader, and summari,er in group wor+' 0 !"6

(ood teaching is a$out ma+ing accommodations that e#pands the conte#t for the content until the student is independent' If I can accomplish these than I can engage and support all students in learning'

Cse )uestions properly to engageDfocus, to prompt students to answer with more depth, to pro$e with )uestions li+e, <why do you thin+ that?< or <what is your reasoning for that answer?< Cse the gradual release of responsi$ility approach' Cse drills, reviews, formalDinformal group wor+ and seat wor+ to ma+e the standards accessi$le and memora$le for the students'

L'S' 1ygots+y, 023456' hought and Language' 2st ed' -assachusetts% he -'I' ' !ress'

!iaget, 023>56' .rigins of Intelligence' 2st ed' Eew For+% International Cniversities !ress, Inc'' 9urden : 9yrd, 05@286' -ethods for "ffective eaching' 4th ed' Eew /ersey% !earson Inc'' (ardner, 023786' Brames of -ind' 5nd ed' Eew For+% 9asic 9oo+s'