0 Reflection #20: Access to Knowledge

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The Massachusetts Educator Evaluation Rubric element 2D3, Access to Knowledge, focuses on adapting learning experiences, materials, and processes to meet students needs with regard to challenging content.  This element also expects teachers to do what it takes to make learning accessible to all including English Language Learners and students with disabilities.

In many ways technology has the potential to be the great equalizer in education due to the fact that technology can transform information into many different genre such as video, gaming, websites, and images.  This ability to differentiate learning material means that we are finally at a point where we have the tools we need to make learning accessible to all students. The challenge now is to find ways to use technology and other methods to best adapt learning.  For starters, I believe that embracing a blended learning environment--an environment of many tools, structures, and strategies simultaneously available to students for learning.  The more students engage in this type of learning environment, the more he or she will understand, use, and create useful learning adaptations to further their success. 

As you reflect on element 2D3, read the standard, indicator, element, criteria, key points, and questions below.  Use the grid to reflect upon, and to make notes related to this element's implications for your own practice. 

Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency

Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

II-D-3: Access to Knowledge

Criteria (exemplary)
Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.

Key Points/Questions:

• Consistently adapts instruction, materials, and assessment to make challenging material accessible to all students.  How do you adapt instructional and assessment materials in order to make challenging content accessible to all students?
• English language learners and students with disabilities: What processes, strategies, tools, and materials help you and your colleagues best adapt materials for English language learners and students with disabilities?

Element 2D3: Access to Knowledge

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
Consistently adapts instruction, materials, and assessment to make challenging material accessible to all students.	How do you adapt instructional and assessment materials in order to make challenging content accessible to all students?	Know learners well, adapt materials to engage, motivate, and effect optimal learning. Consistently employ technology, individualized instruction, small group work, student coaches, scaffolded assignments, and other apt strategies to adapt learning experiences, materials and processes.
English language learners and students with disabilities:	What processes, strategies, tools, and materials help you and your colleagues best adapt materials for English language learners and students with disabilities?	Work with collaborating teachers to identify the best resources for adaptation of lesson material, process, and strategy for students with disabilities and ELL learners. As much as possible, make all learning available online for all learners this helps learners who profit from translation tools, repetition, family share, and online reference tools. Employ a blended learning environment structure to the classroom which provides many varied paths to learning.

My self analysis and action steps related to this element.

Reflections' Links

• Reflection #1 Subject Matter Knowledge
• Reflection #2 Child and Adolescent Behavior
• Reflection #3 Rigorous Standards-Based Unit Design
• Reflection #4 Well Structured Lessons
• Reflection #5 Variety of Assessment Methods
• Reflection #6 Adjustment to Practice
• Reflection #7 Analysis and Conclusions
• Reflection #8: Sharing Conclusions with Colleagues
• Reflection #9 Sharing Conclusions with Students
• Reflection #10: Quality of Effort and Work
• Reflection #11: Student Engagement
• Reflection #12: Meeting Diverse Needs
• Reflection #13: Safe Learning Environment
• Reflection #14: Collaborative Learning Environment
• Reflection #15: Student Motivation
• Reflection #16: Respects Differences
• Reflection #17: Maintains Respectful Environment
• Reflection #18: Clear Expectations
• Reflection #19 High Expectations
• Reflection #20 Access to Knowledge

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