Archive for the ‘Standard 2.J’ Category

Standard 2.J

Tuesday, December 2nd, 2008

“Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs.”

 

My coursework for the Education department has included lessons, assignments, and field placements that have given me a glimpse into different forms of special needs within the classroom. Through this coursework, I have learned how to pick up on specific learning disabilities or emotional impairments, as well as pedagogical techniques to consider when accommodating for such special needs.

 

During my student teaching, I was able to tutor several students during lunchtime and after school. During one IEP for a student in our team-taught English 10 class, we (the student, the student’s parent, the student’s other teachers, the student’s counselor, and I) agreed upon one-on-one tutoring time as an accommodation to help her get caught up in her classes. This student and I met a few times a week and worked on her homework after school. I also worked with students one-on-one during lunchtime in order to help them get caught up in their English class work. I also had one student during my student teaching that had a physical disability, and was in a wheelchair for an extended period of time during the semester. The student and I worked together to come up with accommodations in regards to her placement within the classroom, so that she felt like a part of the learning community.

 

Through these one-on-one experiences with my students, I have learned that lesson planning must include careful thought of what each individual student may need in order to attain the learning goals for the day. I also learned that certain hours may require different teaching methods than others in order to stay focused and maximize their learning. For instance, my 2nd hour required more extensive instruction and as much one-on-one explanation as possible, while my 6th hour needed a set list of tasks for the hour and self-directed work time to accomplish such tasks. In the future, I think that it would be a good idea to start off the school year with a questionnaire for individual students to fill out about how they learn best and their own perceptions of what kind of help they need from their teachers. I did a similar “get-to-know-you” questionnaire with my students during Maymester. I think that it would be a good idea to take this questionnaire a step further and not only focus on who the students are, but also how they learn and what special learning needs they may have. I think that this would help a teacher to have a basic idea right off the bat what kind of instruction and accommodation is needed in order to cater to students’ learning needs.

 

Artifacts:

– Evaluation forms that cite one-on-one time with students:

Evaluation form 1

Evaluation form 2

Evaluation form 3

Evaluation form 4

 

 

          Maymester student interest survey