Inclusive Learning Environment Reflection

Course goals addressed:

Provide evidence that in their internship they have used methods and materials of
teaching that are culturally responsive. (NJSPTS 3.1-6)
Provide evidence that in their internship they have used methods and materials of
teaching that help students with a range of abilities and skills to succeed academically,
including those with special needs and those who are second-language learners. (NJSPTS
4.1-12 and 7.1-8)
Analyze curricular challenges that arise in the teaching situations of their classmates,
applying the conceptual framework of the College of Education, the Reflective Urban
Practitioner. (NJSPTS 10.3, 10.5, 10.6)
Analyze the social context of the classroom and school setting of their internship and
apply this knowledge to lesson-planning. (NJSPTS 9.1-6 and 10.5-7)

Completing the Inclusive Learning Environment assignment helped me in understanding all that
goes in to providing a culturally responsive classroom. I was previously unaware of exactly how
many aspects went into an inclusive learning environment. In researching the pieces of such a
classroom, along with experiencing them first hand in my internship, I have become more versed
and confident that I will be able to accommodate a classroom of diverse students on all levels,
especially in an urban environment. I have already started to apply what I have learned about
social, economic, and academic differences to my lesson-planning and teaching techniques.
NJ Professional Standards addressed:

Human Growth and Development

Diverse Learners
Instructional Planning and Strategies
Learning Environment
Special Needs
Communication

The Inclusive Learning Environment assignment met these professional standards because it
focuses on understanding the development, and subsequently, learning patterns of students
according to their diversities. I am more aware now how imperative it is to have a connection
between parent, teachers, students, and administration alike in order to provide a quality
education connection to students. Inclusive learning environments facilitate culturally
responsive teaching. Once this open communication and inclusive environment is implemented,
I can successfully focus my planning and teaching strategies on the needs of each individual
learner.

Provide evidence that they can design and implement lessons in classrooms that address the NJ
Core Curriculum Content Standards. (NJSPTS 1.1-6)
Provide evidence that in their internship they have used methods and materials of teaching that
are culturally responsive. (NJSPTS 3.1-6)
Provide evidence that in their internship they have used methods and materials of teaching that
help students with a range of abilities and skills to succeed academically, including those with
special needs and those who are second-language learners. (NJSPTS 4.1-12 and 7.1-8)
Provide evidence in their professional portfolio that in their internship they have used methods
and materials that are consistent with best practices of the professional organizations in the
various content areas. (NJSPTS 10.3, 10.6)
Develop a thematic unit that is interdisciplinary and addresses horizontal and vertical
articulation. (NJSPTS 1.1-6)
Analyze curricular challenges that arise in the teaching situations of their classmates, applying
the conceptual framework of the College of Education, the Reflective Urban Practitioner.
(NJSPTS 10.3, 10.5, 10.6)
Analyze the social context of the classroom and school setting of their internship and apply this
knowledge to lesson-planning. (NJSPTS 9.1-6 and 10.5-7)
Navigate relations with school-site personnel, including the cooperating teacher. (NJSPTS 9.3
and 10.4)
Organize a job search, demonstrating that they understand the hiring process and can write the
resume and cover letter.
Produce a Professional Teaching Portfolio that gives evidence of their ability to develop and
use materials that are consistent with the conceptual framework of the College of Education, the
NJ Professional Standards, and the NJ Core Curriculum Content Standards. (NJSPTS 10.3, 10.5,
10.6)