Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Philosophy
Education is fundamentally one of the most important aspects of a child’s life. All children should
have the opportunity to receive the best education no matter their socio-economic background, race,
ethnicity, or gender. Education is like growing a flower. Some flowers blossom at different times of the
year. While there are some flowers that need more attention when it comes to watering, soil, and
sunlight. Children walking into our classrooms are the flowers, while the strategies and teaching tools
such as UDL, inclusive classrooms, and teaching to diversity represents the water, sunlight and soil.
Creating connections with not only the learners, but parents, colleagues and the community
helps build a communication network. It will provide students with the expectations of the teacher.
Parents will know how the child is learning and how they are performing academically. “Learning
ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the
ancestors” [ CITATION OEC12 \l 1033 ]. By encouraging families to take part in their child’s learning, we
are also building a bridge between their family and their education. Making sure there are quick and
easy ways to keep in contact with parents are by sending planner messages home every day and being
available before and after school and being readily available through email outside of school hours.
Using the flower metaphor, if you notice a flower is wilting, you make some changes in what you
are doing. Maybe you are overwatering the flower, or not giving it enough water. By observing your
students and gauging their engagement levels you are able plan effectively for your class. Using Universal
Design for Learning I will incorporate the three principles: provide multiple means of representation,
provide multiple means of action and expression, and provide multiple means of engagement[ CITATION
Low17 \l 1033 ]. I will present information and content in different ways by incorporating multi-modal
resources in my lessons. I will differentiate the ways that students can express what they know by
creating tiered assignments that allow students to display their learning in a way that works for them. By
incorporating students’ interest into when planning for their learning experiences I will encourage
Assessing students as they are learning is essential for a student’s academic success. The sixth
Principle of Learning, Assessment for Learning, recognizes that the learning environment needs to
operate with clarity of expectations using assessment strategies consistent with these expectations;
there is a strong emphasis on formative feedback to support learning [ CITATION OEC12 \l 1033 ]. By
giving students clear-on going feedback, I will assist students with setting learning goals. Assessment of
and for learning contributes to student growth, self-assessment skills, and self-regulation. By allowing
students to take control over their learning and involving them in the assessment and goal setting phase
gives them a sense of accountability in their progress. This is not only a great way to assess students, but
it is also a great way to assess my teaching. If students are not understanding a concept, it might mean
I will use BC’s new curriculum to make sure students are using their core competencies to
achieve higher-order thinking. Students will have the ability to share their thoughts and opinions, all
while being able to understand their peers’ opinions that may be conflicting. By using the core
competencies, I will be assuring my students will have the proper skills and education to succeed.
Being able to recognize and acknowledge each student’s uniqueness will contribute to an
inclusive classroom. Bringing in different perspectives and lens will help students develop their personal
and social identity. By allowing student to have a deeper understanding of themselves and one another
it will help them develop a deeper connection to their learning. As teachers we should use these
differences to empower each other to develop a deeper understanding of self, place, and community.
References
Lowrey, A., Hollingshead, A., Howery, K., & Bishop, J. (2017). More Than One Way: Stories of UDL and
Inclusive Classrooms . Research and Practice for Persons with Severe Disabilities , 225-242.
OECD. (2012). The Nature of Learning: Using Research to Inspire Practice . Innovative Learning Eviron, 1-
12.