Focus student number one was able to achieve a higher accuracy on this learning goal than the previous time. The student was lacking confidence on wanting to recall information. I reminded the student that it was okay to guess and that it was just us in the room. He didn’t have to be afraid to be wrong, and that any attempt was a good attempt. The student was able to make appropriate guesses, and was encouraged to advocate for himself if he didn’t hear the target. The student was allowed repetition of the question, and seemed to do better if the question was repeated twice. When I allowed appropriate wait time for the student to process, he was able to self correct. For example, if the student said, “pant/shoe,” he was able to use his auditory feedback loop and determine that was not what I said and that he was leaving off a plural /s/. …show more content…
Focus student number two was able to achieve a higher accuracy on her learning gal that the previous time as well. The student tends to be an impulse guesses, and says the first thing that comes to mind. A study conducted by Groen, Alku, and Bishop, provided some evidence towards processing and children with Down syndrome. (2008) The study suggested that children showed a greater impairment, than children without Down syndrome. This lead me to give focus student number two plenty of wait time and language prompts to wait until I was finished giving the target. The student was unable to use her auditory feedback loop as guidance, so I would repeat what the student said instead to allow her to make self-corrections from my speech. The student was able to make some self-corrections, but overall is not at a cognitive level to fully understand her
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
Students that are able to read with no guidance also may have difficulty with repeating, like the student I assessed. Assessment may be difficult for some students, when they have to sit one on one with an adult, which may cause more error. Teachers should develop a comfort level with their student while the instruction is given to make sure they are able to assess the student one on one with little hesitation from the student.
There are many “tools” that could be considered for a student who has trouble listening and understanding instructions. Sometimes, just an adjustment of where the child sits fixes the problem or eliminates the barrier. Other times, assistive technology is needed. Today, the options for assistive technology are endless. In Samanthas case there were many options of assistive technology I could provide her with to help her be successful in the classroom.
The student needs a heathy mix of assigned reading, and classroom help. This is vital, to the education of a student. He must be challenged to arrive at conclusions on his own, but also not left in the dark when he did not get what was asked of him. However, these “wrong answers” that the student came up with, should not be discouraged so quickly
The problem of mismatches among children in the classroom is something that is very prevalent today. Jelani Jabari explains this prevalence with the definition of insanity: “doing the same thing over and over again and expecting a different result” (Jabari, 2013). Teaching every student in the same way
Alison spent 12 years of her life learning how to learn. She was comfortable with conversation, but could not understand directions. This caused her a lot of self-esteem issues as a young child trying to fit in with all the other kids. She felt an enormous amount of pressure at both school and home. At age seven, she finally came to the realization that she just did not understand. That is when she began to develop coping mechanisms like asking others to repeat and clarify directions, spoken or written. She used the cues of those around her, and observed her classmates and reactions...
After analyzing the data, I was able to identify a sequential verbal pattern. The teacher would ask a question and give all students the opportunity to respond, the first student to call out correctly, would then come to the white board and answer.
The first student was Nathan, who struggled with phonemic awareness. I was interesting in seeing Nathan’s problems rhyming and how that was how his disability was diagnosed. His disabily was only seen in his written language and did not influence his communication skills. I thought that it was interested in hearing that a student’s avoidance of something that’s hard can be commonly mistaken for attentional issues. While I was watching the video I came up with ideas that I thought that the special education teacher should do with Nathan. Some of my ideas were for Nathan to work on
SUCCEED draws primarily on the cognitive and constructivist learning theories. The cognitive learning theory espouses that the human mind is complex in nature and must be the central focus of any learning model. According to Learning Theories Knowledgebase (2010), “Mental processes such as thinking, memory, knowing, and problem-solving need to be explored” in order for educators to best address learning needs. According to this theory, learners are like a computer. New information serves as the input, the brain processes the information, and the output is observable behavior that results from new understanding. It is important to note that behavioral outcomes are not the result of stimuli, but rather the mental processes that take place within the brain. These processes make information meaningful by relating it to prior knowledge, organizing it, and s...
Fuson, K. C., Clements, D. H., & Beckmann, S. (2011). Focus in grade 2: teaching with
Sariah (YouTube, 2009) age ten remembers word poorly and produces sentences that are shorter or less complicated than is developmentally suitable. Sariah understands the material she is making an attempt to communicate. She cannot produce the proper sentences to verbalize her thoughts. Sariah has a similar ability to comprehend speech as her peers and has a similar level of intelligence. Sariah has issues in e...
Effective teachers guide students to link new information to other information that they already know and are familiar with. Teachers many times use examples from everyday life to bring in familiar experiences. Educators must take an active role to help our students help remember the material they are taught. Extensive research has been conducted to demonstrate that learning new material is difficult for many students, whether they have been diagnosed with a disability or not. Many researchers feel that mnemonics is one of the most effective ways to help students remember facts that they need to know and use in the classroom as well as throughout their adult lives.
The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
Focusing on clarity in thinking. If thinking is unclear, we cannot determine whether it is accurate or relevant. We cannot tell anything about it because we don't yet know what it is all about.
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.