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Ashley Bason

February 12th, 2018

SCED 499

InTASC #1 Reflection

Every student that teachers will encounter is not the same. Each student comes with their

own individuality, and effective teachers must be cognizant. InTASC Standard #1 states, “The

teacher understands how learners grow and develop, recognizing that patterns of learning and

development vary individually within and across cognitive, linguistic, social, emotional, and

physical areas, and designs and implements developmentally appropriate and challenging

learning experiences” (Council of Chief State School Officers, 2013, p. 16). In other words,

educators must recognize the individuality of each student. Meaning, the educator recognizes

that social, physical, cognitive, emotional, and linguistic development varies by student and has

different impacts on how they learn and grow. Although each student may have factors that

impact their learning capabilities, the educator must still find ways to challenge them

academically.

Let us consider the following scenario: Both Student A and Student B were diagnosed

with disorders that affect their ability to socialize. However, Student A finds it easier to socialize

than Student B. An educator who is cognizant of these students’ individuality would realize that

although both students were diagnosed with a disorder that affects their ability to socialize, both

students are affected in different ways. The educator would then note that Student A can

participate in group work, and contribute occasionally. However, Student B has trouble

participating in group work because they develop severe social anxiety when in a medium to
large size group. The educator is then tasked with finding ways to challenge Student B during

parts of the lesson that are collaborative.

Within an English Language Arts classroom, InTASC Standard #1 can be applied in a

few ways. For instance, Part 1(c) of the InTASC Standard #1 states, “The teacher collaborates

with families, communities, colleagues, and other professionals to promote learner growth and

development” (Council of Chief State School Officers, 2013, p. 16). In my classroom, I would

work with the Special Educators in the school and brainstorm different ways I can help students

who may need additional accommodations. For example, returning to our scenario, I would

collaborate with the Special Educator whom works with Student B to figure out ways I can

challenge the student without causing them to feel overly uncomfortable during group

assignments.

Another example of how InTASC Standard #1 may look in the classroom relates to the

concepts found in Julia G. Thompson’s The First-Year Teacher’s Survival Guide. For example,

an educator adhering to the standard would “blend activities and different types of instructions”

(333). Meaning, as an educator, I would consider the development of each of my students and

create lessons that are inclusive. If I know one student has trouble focusing in groups of 4 or

more, next time I allow for collaboration I may change the group size to 2 students. This change

may prove to be beneficial to multiple students.

InTASC Standard #1 is the foundation for a classroom that allows for all students to be

successful. It reminds educators that each student develops differently, and we must find ways to

challenge them. When educators realize students’ needs, changes can be made which improves

their ability to retain certain information within a specific classroom.