Learning Differences: Diversity and Differentiation 1

Learning Differences: Diversity and Differentiation Statement

By Kelley Polasky

Masters Portfolio ED698

Dr. Elizabeth Hartley, PhD

September 5, 2022
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G2 Learning Differences: Diversity and Differentiation

The teacher demonstrates an understanding of individual differences and diverse cultures

in their community in order to ensure inclusive learning environments that enable each learner to

meet high standards. The teacher interacts with parents and local communities to identify

resources that can be used to increase relevancy and learner engagement. The teacher adapts

instruction and uses modified materials, resources, tools, and technology to address exceptional

learner needs, including those associated with disabilities and giftedness.

Learning Differences Frame

In order to be an effective educator, a teacher must be willing to explore her own bias,

strive to create a culturally responsive classroom, and be aware of her students’ learning styles.

No two students come to school with the same life experiences. Each student is unique in both

their life experiences and in the ways in which they learn. In my teaching practice, I strive to

create a differentiated classroom and where every learner can reach their greatest potential.

Teachers of a differentiated classroom “strive to do whatever it takes to ensure that struggling,

advanced, and in-between learners; students with varied cultural heritages; and children with a

broad array of background experiences all grow as much as they possibly can each day, each

week, and throughout the year” (Tomlinson, 2014, p. 3). In my teaching practice I work on

exploring my own bias, strive to cultivate culturally responsive teaching practices, and provide

textured, multimodal instruction in effort to reach each student’s unique learning style.

The first step in cultivating a differentiated classroom that is culturally responsive is open

to learning new perspectives, and being reflective about the intentionality of my practice. Taking

the time to reflect on personal bias is a powerful way to create positive change. Reflecting on

my personal beliefs and perspectives helps ensure that I am being mindful in my practice of
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inclusion. “In order to confront and address stereotyping and discrimination by others, a teacher

or other educator needs to be clear about his or her own perspectives” (Banks & Pollard, 2013, p.

154). This process is not always easy for me, as a white woman who has experienced privilege

in my life. When privileged people think about racism or discrimination, it can be easy to

dismiss any blame, “we know we would never do this: we would never deny a person a table, a

choice seat, or a chance to shop if we were in charge” (Landsman & Lewis, 2011, p. 13). This is

a process that takes time and space, and one that should be encouraged by school systems in

order to create change. “Self-scrutiny is exactly what White teachers must engage in if we are to

make change in our classrooms and in institutions. This reflection is the way we will experience

the significant deep transformation in the education of students in our classrooms that can lead to

equal opportunity in our country” (Landsman, 2011, p. 13). In my practice, I place a high

priority on continuing education. I know I have much to learn, and I try to walk through life

with a growth mindset. I also practice mindfulness, and take every opportunity to reflect on my

own bias. I had a wonderful opportunity a few weeks ago to attend a cultural proficient training

through SERCC. We spent three days in workshop learning how to be more culturally

responsive educators, and throughout the workshop we were invited into opportunities for self-

reflection about our own perspectives and biases. I will continue this practice throughout my

career, and continue to strive to look within to understand my biases and work towards being a

culturally responsive educator.

In my practice, I work towards building a culturally responsive classroom community

where every student is valued, represented and encouraged to reach their fullest potential. I

know the importance of building relationships with students and families in order to develop

trust and understanding. “At the core of positive relationships is trust. Caring is the way we
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build trust that builds relationships. We have to not only care about students in a general sense

but also actively care for them in a physical and emotional sense” (Hammond, 2015, p. 73). In

my practice, I am intentional about caring for my students and families. I take the time to build

positive connections, and am eager to listen. I strive to cultivate positive relationships, and

frequently reach out to families and students when I notice students showing kindness, making

connections, and learning new skills. Once a relationship of trust and respect is formed, a

collaborative partnership is formed where students and families feel valued and respected. This

is where learning will thrive. Hammond (2015) describes a learning partnership alliance where

the teacher is an ally to her student. “The teacher acts as an ally to the student in his quest

toward independent learning. In this role, the teacher offers both care and push as needed. The

main focus here is cultivating the skills to push students into their zone of proximal development

while helping them manage their emotional response so they don’t set off their amygdala” (p.

95). In my practice I notice when my students feel valued and respected, they are willing to take

risks. I provide lots of open-ended questions, and give lots of wait time to ensure all students

know I value their input.

Finally, in my practice I strive to provide a textured multimodal approach to instruction

so that each student has the opportunity to thrive. Each student is unique and embodies different

ways of knowing and demonstrating their understanding. According to Tomlinson (2014)

teachers in differentiated classes “do not force-fit learners into a standard mold; these teachers

are students of their students. They are diagnosticians, prescribing the best possible instruction

based on both their content knowledge and their emerging understandings of students’ progress

in mastering critical content” (p. 4). In my classroom, I listen and learn about the ways in which

my students learn best. I differentiate my instruction to teach to all learning styles. I provide
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choice in projects so they have a variety of ways to demonstrate their understanding. I cultivate

community partnerships to bring experts to the classroom, and bring my class into the

community to experience a range of place-based opportunities. Here is a slide show presentation

of an integrated lesson I taught during our pumpkin unit. It demonstrates a variety of ways for

students to learn including visuals, audio, movement, reading, writing, and use of manipulatives.

I strive to create a multimodal, textured learning experience to reach each learner. It is an art to

reach each student. “These teachers are also artists who use the tools of their craft to address

students’ needs. They do not aspire to standardized, mass produced lessons because they

recognize that students are individuals and require a personal fit” (Tomlinson, 2014, p. 4). I am

currently working on a collaborative writing project with SHI, SERRC and Juneau School

District. We are working on creating and implementing a culturally responsive, place based

writing curriculum resource. Typically, our district purchases curriculum resources from outside

our state, so this project is exciting because we can incorporate local ways of knowing into our

design, and hopefully be more intentional about meeting the needs of our Juneau students.

In my teaching practice I work on exploring my own bias, strive to cultivate culturally

responsive teaching practices, and provide textured, multimodal instruction in effort to reach

each student’s unique learning style. I am a life-long learner with a growth mindset. I know that

I will continue to evolve and grow as I learn new ways to meet the needs of my students.
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References

Banks, J., & Diane Pollard. (2013). Understanding and Supporting Gender Equity in Schools.

Multicultural Education. (pp. 145 – 159). Hoboken, NJ: John Wiley & Sons.

Hammond, Z. (2015). Culturally Responsive Teaching and The Brain: Promoting Authentic

Engagement and Rigor Among Culturally and Linguistically Diverse Students. SAGE

Publications.

Landsman, Julie and Chance Lewis. (2011). Being White. White Teachers, Diverse

Classrooms. (pp. 11 – 23). Sterling, VA: Stylus Publishing, LLC.

 Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners. ASCD.