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Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard10 **Standard 3 ** The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently. **

Evidence 1: EDT 650 Lesson Plan: Tumble Books Rationale 1: This lesson was developed and taught in a first and second grade classroom. The lesson is focused on Reading development through the use of electronic books. The students selected books at their independent level to read on the computer. If they chose a higher-level book then they were able to listen to the audio version of the book. After reading/listening to the book each student completed a book report. This lesson shows my understanding that students learn and achieve at different levels. The diversity of individual needs is not only related to academic readiness, but also varying learning styles. This lesson takes into consideration the differing reading levels and abilities of students as well their learning styles. Each student reads a book at their independent level, but they chose to read the story (visual learner) or listen to the story (audio learner). Differentiation is crucial to meet the developmental needs and readiness to learn for each individual student and with a lesson like this I am able to meet the needs of each learner.

KSD Giving students an opportunity to perform a task at their individual reading level and also using a their learning style, sets them up for success and the ability to grow as a reader. As a teacher it is important to recognize when modifications need to be made based on student differences. In teaching this lesson I recognized that some students needed more time to complete the reading of the book and completion of the book report. When making modifications for students it is crucial to still hold them to a high standard of achievement. It was important to understand the each student would be reading a different level book based on their reading readiness, but in the end they were each expected to model comprehension of a story with accuracy and therefore their performance was evaluated in the same way.
 * 3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. **
 * 3.S.3 The teacher makes appropriate provisions for individual students who have particular learning differences or needs (in terms of time and circumstances for work, tasks assigned, communication and response modes). **
 * 3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success **