Sped 570- Clinical Field Experience B- Identifying Student Challenges

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School

Grand Canyon University *

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Course

570

Subject

Mathematics

Date

Apr 29, 2024

Type

docx

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Uploaded by smoyeda

Part 1: In collaboration with Haley McQuillen at Horizon Charter School, we identified a small group of students with mild to moderate disabilities who would benefit from differentiation and engagement strategies during an upcoming math lesson on fractions. During our observation of these students, we noted several areas where they seemed to struggle: - Output difficulties: One student struggled to express understanding of math concepts verbally and in writing. - Organizational difficulties: Another student became overwhelmed when there were multiple steps or tasks involved in a math problem. - Attention difficulties: Both students had challenges staying focused during math activities. After discussing these observations with the students, they confirmed that these areas were indeed challenging for them. They expressed frustration with organizing their work, following multi-step instructions, and understanding fractions. To address these challenges, Haley and I have decided to implement the following intervention strategies: 1. Use manipulatives: Provide hands-on manipulatives, such as fraction tiles or circles, to help students visualize fractions and understand their relationship to whole numbers. 2. Break down tasks: Divide complex math problems into smaller, more manageable steps, and provide clear instructions for each step. 3. Provide visual aids: Utilize diagrams, charts, and other visual aids to help students comprehend fraction concepts and solve problems more effectively. 4. Incorporate technology: Integrate educational apps or online tools offering interactive activities and games to engage students and reinforce fraction concepts. By implementing these strategies, we aim to make the math lesson more accessible and engaging for the students. We will monitor their progress and adjust our strategies as necessary to ensure their success in learning fractions. Part 2: Reflection: Working with Haley McQuillen to identify students who would benefit from differentiation and engagement strategies in our math lesson was both insightful and challenging. Our process began with a discussion about the class profile and the specific needs of our students. We decided to observe two students who exhibited different types of challenges with math concepts. These included output and organizational difficulties, attention issues, and struggles with multiple tasks. During the observation, I noticed one student's hesitation before attempting to solve problems and incomplete written work. The other student appeared restless and frequently asked for clarification on instructions. These observations aligned with our initial hypotheses about their challenges. After observing the students, I spoke individually with them to discuss their experiences with math. They both agreed that they could benefit from additional support, although they were initially hesitant to admit their

struggles. I reassured them that it was okay to ask for help and that we were there to support them in their learning. When discussing strategies with Haley, I suggested using manipulatives and visual aids, which aligned with her feedback. Haley also suggested incorporating technology, which I had not initially considered but agreed would be beneficial. Ultimately, we decided to implement all these strategies to ensure that both students could access the curriculum and engage more effectively in math. Moving forward, I plan to continue working closely with the students, using the strategies we have discussed to support their learning. I will document their progress and any challenges they encounter, which will help me tailor my approach in Clinical Field Experiences C and D and my future classroom. Overall, this experience has emphasized the importance of observation, communication, and flexibility in meeting the diverse needs of students.

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