Discussion Questions

The principles that have really struck me as powerful are:

Belief #2
"Universal design and differentiated instruction are effective interconnected means of meeting the learning or productivity needs of any groups of students."
I feel strongly that the environment must indeed be "as usable as possible for students." While completing my Master's degree I had the pleasure to take a course entitled "Instructional Design." I concentrated my efforts in this course to a presentation on classroom setup. I believe and research shows that the basis of differentiated instruction relies on the classroom being setup with the principles of differentiated instruction in mind. I approach this in my own centre-based classroom by basing my centres on differentiated differences based on Multiple Intelligences and different types of learners. The belief goes on to say "...Teachers should also aim to respond to the specific learning profiles of individual students with differentiated instruction. I base my centres on the needs as outlined when I profile my students.

Belief #5
"Each child has his or her own unique pattern of learning. Teachers need to plan for diversity, give students tasks that respect their abilities, use dynamic and flexible grouping for instruction, and provide ongoing assessment."
I researched Multiple Intelligences extensively and I believe that once we profile our students and find out what their learning styles are we are better equipped to design tasks to suit the individual student. I had the pleasure of taking Betty Hollas' seminar at the Summer Institute in 2006 and I have used her methods of grouping successfully in my own classroom. Using a wide variety of grouping ranging from ability to interests has added so very much to the children's learning experiences. Through a series of workshops provided by our school board I have expanded my methods of assessment. It is very helpful to use a mixture of diagnostic, formative and summative assessments when assessing a student. Checklists, anecdotal notes, hands on activities, groupwork, individual work, and/or unit or section quizzes and tests, form the basis for my own personal assessments of students. This has evolved from just testing at the end of a unit and incorporates a whole picture of the learning process. It is evident that some students excel at hands on activities or at group work while others do quite well at pencil to paper tasks. By using a variety of assessment methods I feel that every student has a chance to "shine."

Belief #6
"Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs...It is their responsibility to create a learning environment for each and every student in their classrooms. Teachers can best help when they are able to reach out to the larger community of learners. Teachers need support form their principal, special education resource teacher(s), other classroom teachers, and other professionals."
I feel that I am making strides in this area this year as I have a fully autistic student in my classroom this year and with the help of Thames Valley Children's Centre and their wonderful workshop this summer at Summer Institute, I am more prepared to create this learning environment that is vital to my special needs student (and to all of the students in my classroom). It is wonderful to have the support of the principal behind me. The LSST team is tied up in paperwork and this heavy load for them deters from the support that they can offer.
In a perfect world there would be unlimited time and money to support these students.