Standard+3

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**Standard 3:** **// Teachers understand that //****// children learn differently. //** 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.

**Evidence 1:** iPad apps **Rationale 1:** Each year I work with students who are at varying levels of ability. The iPad apps that I chose to download for my students provide a selection of math and sight word apps. Math Bingo, Math Drills, and KidsMathFun present entertaining ways to practice basic addition and subtraction facts. These math games have different levels that can be individualized for students’ various abilities.

 My students increased their math fact accuracy after playing these games. They were engaged and challenged to try to improve their speed and score. Additionally, this year I had two students who were advanced in math. The iPad gave them opportunities for extra practice and enrichment. The Everyday Math apps: Monster Squeeze, Top-It, Name That Number, and Tric Trac provided a great experience for students to work with a partner and play the games that were introduced during math lessons. The children were excited to see the familiar games on the iPad.

 Also, I had four students who were significantly delayed in their sight word recognition. I used the Sight Word Bingo and the Photo Sight Word apps to help increase those students’ sight word fluency. They worked on a rotating schedule on the iPad using the sight word apps, locating and identifying the words in the application. They had fun playing the games, sometimes playing with partners. This increased their communication skills as well as their sight word reading ability. This work ultimately improved their reading fluency.

 The iPad helped me provide my students with more opportunities for enrichment and remediation. The iPad is another tool that I can make available for more individualized instruction for my students, regardless of whether their ability is high, medium, or low. There are a large number of apps that are available that can fit most any child’s ability level.

**KSD:**

**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.**

The iPad is a wonderful tool to use to address the wide range of abilities I encounter in my classroom. I was able to use this with struggling students to improve skills and understanding. My accelerated students enjoyed the opportunity to work independently with programs that challenged them; making learning “fun.”

**3.S.2 The teacher use teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.**

The iPad allowed me to use a variety of applications that addressed student strengths and deficiencies. As a teacher, I liked how the applications created a wide range of learning opportunities for both my advanced and less advanced students.

**3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success.**

The iPad applications I employed did an excellent job creating avenues for success for all of my students. Regardless of their skill level, I was able to find appropriate, yet challenging, activities for my first graders.