Standard 2: Learning Differences

DESCRIPTION

The artifact is a lesson plan I created for the silhouette portion of my Shadows & Silhouettes unit. Last year, I taught both topics as a single, one-day lesson, which made it challenging for students to fully grasp each concept. This year, I redesigned the unit by chunking the lessons throughout the week –– introducing shadows first, followed by silhouettes. Each lesson included visual slides, hands-on activities, guided practice, and opportunities for students to showcase their learning through photo assignments.

STANDARDS

HTSB Hawai‘i Teacher Performance Standard #2: Learning Differences and Diverse Needs

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

• Performances 2(a): The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs  then creates opportunities for students to demonstrate their learning in different ways.

• Essential Knowledge 2(g): The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

• Critical Dispositions 2(l): The teacher believes that all learners can achieve at high levels and persists in helping each learner their full potential.

JUSTIFICATION & REFLECTION

This artifact demonstrates my ability to adapt instruction to meet the diverse learning needs of my students, aligning with HTSB Standard #2. I chose this lesson plan because it reflects how I restructured my Shadows & Silhouettes unit to provide students with more time, clarity, and opportunities to succeed. By separating the topics and incorporating hands-on practice, visual supports, and reflection, I created a more inclusive and accessible learning experience for all learners.

Through this process, I learned about the importance of pacing and scaffolding instruction so that students can build confidence and skills over time. This experience strengthened my belief that all students can achieve at high levels when given meaningful support and flexibility. Moving forward, I plan to continue refining my lessons through student feedback and differentiated strategies to ensure every learner can thrive.