## ***Privilege For Sale Reflection*** ***1b. Demonstrating Knowledge of Students*** The teacher actively seeks knowledge of students’ unique skills, knowledge, cultural background, and individual learning needs and the effect on student learning. ***InTASC Standard #1: Learner Development*** The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. ***Description*** This artifact showcases a written reflection on the class activity, “Privilege for Sale”. In this activity, you were given a certain amount of money to “buy” privileges for yourself. Some groups were given a large amount of money, and some were given a very little amount. This is reflection asks questions like “which privileges would you have bought?”, “Did you agree with the ones chosen?”, and “Which privileges were not on the paper that you think should?” and my thoughts and answers on the subject. Some of these privileges include: having both parents present growing up, having enough money to buy basic goods, and being able to go to extracurricular activities. ***Rationale*** This artifact demonstrates my ability to understand that not all learners come from the same backgrounds. I understand that building lessons and incorporating teaching methods that are inclusive to all students is important in the classroom. Students can learn differently depending on their outside life and it can play a part in their social, emotional, and physical areas of learning. Some students won’t have the same privileges as others and it’s important to implement appropriate and challenging learning experiences that all students can participate in and not feel left out or fall behind because of their background. ![[Artifact 1B-2-3.pdf]]