Professional Documents
Culture Documents
for the class and then their classmates tend to try to catch up. It seems
to work for the classroom.
Reflection
I was very excited to be placed in the classroom. The
Cooperating teacher was honestly amazing. Her ideas of having
advanced students lead the way and then unknowingly the class
following their footsteps was interesting. In my learning
experience in a kindergarten and first grade classroom, I have
seen that by praising one child instead of scolding was almost a
chain reaction of the class trying to seek approval as well. I
believe this could be the equivalent of that. The classroom sees
the students working on difficult problems and they challenge
themselves and push forward trying to reach the same level.
That is definitely something that I want to include and try out in
my classroom. I also was able to relate when the CT mentioned
that students who do not understand tend to shut down. In my
experience I have seen students lose hope that they will
understand a math problem or that they will finish reading. Its
hard to keep their hopes up and their interest in the reading. I do
wonder on what the correct strategy would work for two students
who do not work together? As a teacher, should you have them
talk? Should you just accept that they just cannot be together? I
really have no idea what the best approach would be. In my
classroom, if I separate the students, would I not be just delaying
Observations
the advanced students were and for that group the teacher
modified their assignment and asked them to explain more
strategies than any other group and for the students who were
having a hard time, the teacher helped them one on one explain
and guide them towards the different strategies. When they were
working in their EOG notebooks, the teacher explained problems
on the white board and called on students to explain the strategy
they used and then proceeded to ask students what other
strategies did they use.
Observation Reflection
As mentioned previously it was a privilege to be welcomed
into this classroom. The teacher would be a wonderful mentor to
observe and to learn from. Her interest in the childrens future is
so clear that it is truly inspiring. She modified the lesson to better
serve the students. I am sure that it will never be an easy task to
cater to every single students needs but maybe the majority. It
was interesting to see the way the teacher set the groups fluidly.
I am sure that her strategies for catering to the students needs
is something that a lot of teachers could learn.
Learning Needs
Category
Number of
Students
Advanced students
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
large print
Leveled text, targeted guided
reading, ongoing reading
assessment
Seated close to the front of the
class, Behavior monitoring sheet,
included in many hands-on
activities
Students are given more
challenging work within the same
sections as the other students.
Submitting your assignment: Submit your work via Moodle by the due date and time.
Please be sure to number and title each section of the paper for clarity:
1. Interview questions and answers
2. Interview summary
3. Observation summary.
4. Application to Units
Students will present their clinical findings informally in a class discussion. Everyone will
be expected to participate. (This is a required class meeting.)
Scoring Sheet (Points are earned for both completeness of content and quality of
information.)
Diverse Students Clinical (4220) Scoring
Sheet
points
possible
Part 1 - Interviews
Questions are pertinent and relevant.
Questions are sufficient to provide needed information.
Summary paper shows synthesis of the information.
Summary paper shows evidence of new learning.
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2
2
2
3
3
2
3
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