Embedded Interventions

In setting up my classroom for a child who has a partial hearing loss, I would first make modifications and accommodations so that the child who has partial hearing loss can learn at their best. I would make sure the child is seated in the front of the room and I would keep my door shut during instruction, to minimize other noises. I would also use supplemental audio technology in conjunction with induction loop systems, remote microphones, and FM systems. FM systems will help a child with partial hearing loss by helping the child hear speech better when they are in noisy environments. A remote microphone will deliver a speech signal from the microphone to other audio devices such as a hearing aid, and a cochlear implant so that the child can

Interventions are delivered by qualified and skilled teachers and other specialists who are experts in their field, thus allowing adaptations to be made in the teaching to suit the individual child, allowing the child to learn, apply and reflect on their learning.

In addition to the evidence-based teaching strategy, the teacher used numerous effective classroom practises. For example, she connected the learning to real-world problem solving (finding the area of an irregular room), she monitored their understanding by asking them how they got their answer, and positive reinforcement by praising their process.

Wasik (2008) addresses the issues of small groups in early childhood education classrooms. Small group instruction seems to be the most underused method of teaching in the early childhood education classroom. There are some interesting facts about this method of teaching the young child. Wasik (2008) says that there are seven different issues on small groups.

Through assessment of the pupils the teacher will know what level each pupil has achieved regarding their learning and they will be able to include specific tasks or activities in the lesson plan knowing the different abilities of their pupils.

Having had the opportunity to assess children’s learning during PPL3, it is clear that there are certain strategies that best suits the needs of individuals. From studying lesson plans and evaluations, and from general observation it is clear that group work was often beneficial, and gave the children the chance to work with peers of different ability levels and different learning styles, so that they were able to develop and learn from their peers. Group work is great for getting children to work collaboratively, whether this is as a pair, or as a group of 6, or a group of 12, it takes them out of their comfort zones and to adapt to new situations. Using different strategies such as think-pair-share and mixed ability groups as well as self chosen groups can really determine the quality of children’s learning. I shall be looking into these strategies and reviewing my own teaching and how they were beneficial or detrimental towards a child’s education.

During class, the instructional model I believe matches closely with the instructions we received was the cooperative learning strategy. According to our class readings the instructions given to us possessed the following characteristics; working in small groups, group reports, social skills, as well as individual and group accountability. Students were paired up based on matching numbers; they then went over that specified instructional model. That is where individual accountability and social skills takes part. Groups had to work together to come up with what they thought were the five most important points. Most groups divide the work up. After groups decided what were the most important they then shared with the class.

The students were successful in their learning process. The teachers in the video created classrooms that supported social learning and opportunities for collaboration and dialogue. Therefore, students were able to think more clearly and create better work.

This strategy was effective because by having a teacher at each group, it minimized the misconceptions that some students could have had throughout the lesson. It also helped by having all student’s questions answered. Some students do not like having to ask questions in a whole group classroom environment, so by having a teacher at each group it helped all the students with feeling comfortable by asking questions in a small group environment. In addition, by having a teacher at each group, it helped behavior management due to a teacher constantly being involved in one group, and making sure the

Austin and Baldwin, along with Gray and Halbert (as cited by Stewart and Perry, 2005) make the affirmation about interdisciplinary team teaching is a way out of teaching in isolation. Additionally, Austin and Baldwin (as cited by Stewart and Perry, 2005) explain this is a means to affect curricular change. Discussions will explore appropriately themed lesson that can be utilized in the classroom. For focus purposes, a PowerPoint will initially be shown, followed by a small group discussion, an engaging active activity. Moreover, the session will close with a large group review

The Pyramid of Intervention is a term applied to the system of supports that a school provides for its struggling students. It is a three tiered model of instruction and intervention. Teachers begin by using the state curriculum with all student and monitoring student progress. The teacher adapts resources to fit the needs of the students. Progress is assessed by observations, assessments, and the collection of student work. Children learn curriculum differently depending on a their readiness, participation in class, support from parents, and learning

Small Groups, Flipped Classrooms, Makerspaces - it’s clear the teacher’s role is changing to a facilitator of student learning. In the nature of changing learning environments, how are your teachers managing multiple small groups working at different levels in the classroom?

In my opinion Harry Wong might be one of the best presenters that I have seen. I have been to many early childhood conferences for the past couple of years but I have never seen anyone so enthusiastic about presenting and teaching. Wong also does an excellent job at keeping the audience engaged during the presentation. I obtained more information watching the video then I did during reading. I believe I gained more content because Wong was so energetic and passionate and he went into great detail to describe mastery. My thoughts about teaching have drastically changed after watching and reading the content that was assigned. I am a very organized person and I wish to run my classroom in the same way and I believe that this method of teaching would benefit my students as well as myself. I really like the thought of putting students in control of their own learning this can help students become responsible learners which is not often taught in classrooms. Wong said it best about focusing on simplicity when a teacher creates an effective assignment. We tend to focus on what we’re going to cover during the day and then we try to cram it in a short time frame. Instead you should

The Conversor Pro will be an effective and useful assistive technology device for any child who is hard of hearing to have in the classroom. The omnidirectional microphone may be moved around for the best sound quality possible. Also, the Conversor Pro reduces background noise, allowing the child to focus on the teacher and not be distracted by off-topic chatter. Furthermore, the unobtrusive size of the receiver will help the child feel more at ease and not like he is standing out, notably so when using the built in speaker as he works in close proximity with his peers. The Conversor Pro will help the child receive an equal and adequate education along his peers, especially since the product can be used throughout his educational career.

An Advanced Placement course was taught in three area high schools- Wakefield, Yorktown, and Washington-Lee. The teacher, who instructed from a specially designed site at Washington-Lee, was not only seen and heard by students in the other two schools, but he could see and hear them as well. The students in all three schools were able to interact and communicate, as if they were all in the same room. In addition, since the class is broadcast on cable television, students who are sick at home are still able to watch and hear the