All students can learn, albeit at different rates and in different ways.
Every student is unique! It is the teachers' responsibility to build relationships with all their students to find out what works best for them. I try to use many different resources, methods of teaching and assessment strategies so every student has the opportunity to learn and succeed. Listed below are a few example of how I have shaped my classroom to suit my students.
Learning about my students...
The first thing I do is get to know the strengths and weakness of my students. I send out a questionnaire about their learning styles and I use this information to shape my lessons and assessments later in the course. If students have IPP's I read them and take the correct measures to help those students. For instance, some of my students go to a different room to write tests so they can have extra help during the test.
Teaching to suit all students...
As often as I can, I try and include different styles of learning into my lessons so students have the best opportunity to understand a topic. For instance, during my Biology class when we were learning about the different ecological pyramids and I had students separate into groups based on their preferred learning style. Students read about the pyramids and created either a visual, linguistic, musical, or kinaesthetic presentation of the information to share with the class.
Assessments to suit all students...
I try to assess students in many different ways to give every student an opportunity to shine at what they do best. In upper level science classes I give many tests; however in each test I have some multiple choice, written and matching questions so there are a variety of options to succeed.
I also give assessments that students have the option of how they would like to present the information. For instance, I had an assessment where students had to choose either the carbon, nitrogen, water or phosphorous cycle and discuss how humans are impacting this cycle. Students then had the option of how they would present the material; they could write a paper, make a song or poster or even create a skit. Students liked having the ability to choose.
I also have oral assessments; In Biology, when we dissect a pig/rat I have students show me a structure and then describe its function.
In Science 20, I have many hands on assessments so students can "show" me their work. For instance, students made a hydrocarbon molecule out of toothpicks and Jujubes. Instead of drawing or writing the formula for the hydrocarbon, students could make it. Students really liked this assignment because it was fun and they could visualize the molecule.
I also give assessments that students have the option of how they would like to present the information. For instance, I had an assessment where students had to choose either the carbon, nitrogen, water or phosphorous cycle and discuss how humans are impacting this cycle. Students then had the option of how they would present the material; they could write a paper, make a song or poster or even create a skit. Students liked having the ability to choose.
I also have oral assessments; In Biology, when we dissect a pig/rat I have students show me a structure and then describe its function.
In Science 20, I have many hands on assessments so students can "show" me their work. For instance, students made a hydrocarbon molecule out of toothpicks and Jujubes. Instead of drawing or writing the formula for the hydrocarbon, students could make it. Students really liked this assignment because it was fun and they could visualize the molecule.