Analyzing Student learning- Reflect on your teaching Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations. …show more content…
The independent work that I would give them would be modified for the special education students and I’ll have them do half of the worksheet instead of the whole thing to see their progress. Whenever I can, I will give them the easier problems with the same concept. For the students that are learning the lessons quick I will give them harder problems of the same lesson. I will make sure for the students that don’t understand the lesson do not feel rushed and give the other students more work so they can spend more time on the lesson. This helps to make sure the whole class is on the same level and no student is falling behind. It is always helpful to focus on every type learner in the classroom and not only help the students who are
“From a holistic constructivist perspective all children simply engage in a process of learning as they can in a particular subject area; how much and exactly what they learn will depend upon their background, interest, and disabilities” (Stainback and Stainback, 1992, pg.72). Inclusion and Full Inclusion you’re getting the best of both worlds. With two teachers who collaborate. Which means” to work together with another person or group in order to achieve or do something”www.merriamwebster.com. Using teachers that are well qualified, understand the students, and meeting the needs of every student. Working together as one, to achieve and meet their goals and objectives. Romans 8:28 says” And we know that all things work for the good to them that love God, to them who are called according to His purpose”wwwbiblegateway.com. We as educators are called for a high level of accountability to teach everyone. Whether its inclusion or full inclusion, giving them the right tools to succeed in life. By getting knowledge which is power to achieve and be successful to make it this life. As an instructional assistant in the public school system, working with students who have disabilities. We have days that are more trying and challenging than
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
As previously mentioned, the students would typically finish their work promptly after the lesson and then hand it to their teacher for quick revision. The students who completed the assignment in a satisfactory manner would get to help aid their classmates who might have been having trouble with their own worksheet. This was fascinating to see, and it is a good example of the use of cooperative learning in the classroom, “cooperative learning arrangements among groups of learners with differing levels of ability,” (Slavin 115). In a classroom that is integrated, like this one, I think it is important to utilize cooperative learning when there is such a wide range of ability and only one
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
Since I am going to be a special education teacher I started my observation out in a special education classroom at Rocky Hill. Rocky Hill has around 682 kids attending this school, and the grade levels are PreK-5. The main ethnicity at this school is white at eighty-two percent. They also have the ethnicities of Hispanic at seven percent, African American at five percent, Asian at three percent, and two or more races at one percent. The socioeconimic status at this school is upper middle class, with mostly working dads and stay-at-home moms. Twenty-six percent of the kids attending this school are on free or reduced lunches. The class size in this special education classroom is nine children. The diversity of the kids in the classroom are mainly white and black. There is one main teacher, one assistant teacher, and two helpers. Their names are Ms. T, Ms. R, Ms. G, and Mr. L.
I will collaborate with the support staff in the building, families and plan daily activities to bring the vision of inclusion to my classrooms vision of success. I’ll lead small groups that are comprised of Special needs and general education students working to improve specific needs. When planning classroom duties all students will be assigned different jobs at the beginning of the week. Each student will be Special Student of the day at some point throughout the year. When Support Staff comes in the room to work with those in special education, they will pull general education students with prior approval in the group so that the special education student isn’t singled out. Every student in my r room will be included in sharing family activities with the class and take on the responsibility of line
The student assessment that I choose for my students to complete in my geometry class was to write in their personal journals. By writing in a personal journal and reflecting on the lesson they learned, I will be “Activating students as the owners of their learning.” (William, 2007) After each lesson, usually at the last 5 to 10 minutes of each class period, I had my students write in their personal journal of what they learned and what information they were not completely sure of. At the end of the class as my students leave, I will hold on to their journal and look through a few of them to see what they understood and what they still need help with in understanding. The students will have three questions they can answer on their journal entries, they are:
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
Planning for a special education 2nd- 3rd grade class is one of my major struggles in teaching. Due to the nature of my students disability I find it hard to take into account what that day will bring. Also a struggle is accommodating every student on their academic level while also providing them classroom accommodations and curriculum modifications. In my class I have four students who have trouble consistently recognizing their letters and numbers, and I have two students who function on a first grade level, and one third grader who test on a 4th grade level cognitively functions on a 2nd grade level. When I plan, I plan for three reading groups, three math groups, and two writing groups. On our perfect day, only one student is not
Consider the variety of learners in your class who may require different strategies/support (such as students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
Both qualitative and quantitative patterns were assessed through the formative assessment. The formative assessment evaluated student’s conceptual understanding through a variety of mathematical problems. Questions 1,2 (A&B), 3 (A&B) and 4 ( A& B) assessed student’s ability to demonstrate conceptual understanding in mathematics relating to fractions. In question one, students had to show how to make equivalent fractions using a number line, and an area model. The quantitative patterns for question one revealed how all 22 student in the class excelled in this particular area. All of the 22 students tested got answer one correct, therefore this informs me that students grasp this concept and that the visual of an area model may have
There are several academic, social, and behavioral problems which I observed in my class. The principle challenge I observed with the special education students was their inability to attend to a task independently. There are a variety of reasons for this, including, but not limited to, diagnosed ADHD for reading limitation, not having the confidence to pursue and persist, and not having a developed strategy to understand how begin and attend to work. These students were entering the classroom without the ability or know-how to begin the assignment unless prompted several times. After several promptings. they would begin the search for a pencil, the Do Now booklet we use daily, and a calculator which they more often than
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make