This unit has focused on barriers to learning that arise within the educational system and tend to obstruct successful learning. Some examples include:<\/p>\n
Barriers are often embedded within the policies of a school or within the long-held practices of the teacher\u2019s methods.<\/p>\n
In your reflection, think about your personal educational history. Did you experience any barriers to your education? If you did not personally experience a memorable encounter with any barriers, can you remember any classmates who did? What was the experience like?<\/p>\n
In what way was your educational experience influenced by this barrier. Include details about whether or not accommodations were made or if there were efforts to redress the barrier. How might this experience better inform your empathy for different student experiences?<\/p>\n
Rubic:<\/p>\n
Self-improvement<\/p>\n
<\/p>\n
Demonstrates clear
\nunderstanding that
\nself-reflection is a key
\ncomponent of
\nimproving both a)
\nher\/his own teaching
\npractices and b) the
\ngrowth, development
\nand learning of one\u2019s
\nstudents. Clear,
\napplicable details and
\nexamples are
\nprovided in the
\nreflection.<\/p>\n
<\/p>\n
Connection to
\noutside
\nexperiences<\/p>\n
<\/p>\n
Engages in detailed
\nanalysis of aspects
\nof her\/his own
\nexperiences and
\nthose of others that
\ncentrally relate to
\nthe topic. Makes
\nsubstantive
\nconnections
\nbetween these
\nexperiences and <\/p>\n
their application to
\nteaching practice,
\nand cites texts,
\nscholarly journals,
\nand other resources
\nto articulate their
\nmeaning.
\nSubmission
\ndemonstrates
\nunderstanding of
\nthe importance of
\nreflection on
\nexperiences as a
\ncritical tool for selfimprovement and
\neffectively employs it.<\/p>\n
Connection to
\ncourse readings
\n(videos,
\npresentations, etc.)
\nand discipline
\nspecific literature<\/p>\n
<\/p>\n
Synthesizes those
\naspects of the
\nreadings that relate
\nto the topic. Makes
\nsubstantive
\nconnections
\nbetween what is
\nlearned from the
\nreadings and the
\ntopic. Includes
\nreferences to other
\nsources to
\ndemonstrate the
\nability to extend
\none\u2019s own learning
\nthrough
\nindependent
\ndiscovery.<\/p>\n
<\/p>\n
\n
1. Classroom adaptations: Creating a climate of success.<\/i> (n.d.). Kent Intermediate School District. https:\/\/www.trimesters.org\/uploads\/3\/4\/7\/1\/34719762\/classroomadaptations.pdf<\/a><\/p>\n 2. Empirically validated strategies to reduce stereotype threat. (n.d.). ed.stanford.edu. https:\/\/ed.stanford.edu\/sites\/default\/files\/interventionshandout.pdf<\/a><\/p>\n 3. Light, D. (2012). Rebuilding for learning: Assessing barriers to learning and teaching, and re-engaging students.<\/i> https:\/\/www.isbe.net\/Documents\/rebuilding-case-study.pdf<\/a><\/p>\n\n
\n
\n