Learning From The Unit On Division Essay

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

6. After looking at the data, the grade span and population that should be of most concern to the district is grades 3-5 IEP-special education. The reading proficiency decreased from 57.8% to 46.7% and the mathematic proficiency decreased from 70.2% to 54.1%. This data could indicate there was a change in the special education program that is affecting the instruction of the students.

Aligns with AITSL Standard 5: Assess, provide feedback and report on student learing (AITSL, 2014). This is demonstrated firstly via the formative assessment task with comments on all the students samples, verbal communication considering the 5 questions in the NQR anchor chart (see Appendix 5d, 5e). Then secondly, during the lessons via verbal communication when observing student interactions with the lesson content (Measurement). Lastly, through written feedback on all the student’s Summative Assesmnt tasks , however, evidence supplied is of the 3 focus students work (See Appendix

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

“This book is a beginning. It is meant to do four things: 1) be a catalyst for serious reflection on current grading and assessment practices in differentiated classes; 2) affirm effective grading and assessment practices we’ve already employing; 3) provide language and references for substantive

For the month of March, I’ve had the pleasures of observing a second grade inclusion class. The class was made up of 25 students: two inclusion students, two at risk students and four students with IEP’s. I observed the students during reading, writing and math.

I used to teach three inclusion math classes and for me I treated the students like any other student, but I still followed their IEP. I had an awesome SPED team member who helped me make the necessary accomodations. I'm glad the book challenged you to look at your students individually. What I liked was when these students who had alearning disability performed better than my general ed students. I wish for you a less stressful year witha calm mind and courageous spirit to continue being an awsome

Charting student performance, understanding learning standards, using appropriate instructional strategies, implementing rubrics and benchmark testing, and addressing identified learning gaps with appropriate interventions are all major steps in ensuring low SES students, or all students, are receiving the best educational experience possible (Noll, 2012, p.138). Overall, most know that school success requires a great deal of resources that often times many schools do not have and cannot provide for their

Based on the data collected and my overall observations during this unit, I was able to observe some growth by all of our students, though my data for the post assessment may show otherwise. One of the reasons why three of the students, B, D and H showed either very little growth or poorer performance than during their pre-assessment, was due to behavioral issues. All three students missed instructional time or did not complete their activities for at least one of the days. As a consequence, these students spent less time being exposed to

Throughout the country many school districts have made forced inclusion assessments to be incorporated into the teacher evaluation. Students data, ELL students and students with disabilities are incorporated within the evaluation system. The evaluation system consists of other requirements besides state testing statistics. Modeling for different learning levels for student that have an Intellectual Disability and the teachers knowledge of the content is incorporated in the models are examples used to measure teacher with in the evaluation system.

For my practicum placement, I observed at P.S.8 The Isaac Varian School, which is a part of the New York City Public Schools district, located in the Bronx. The school is grades kindergarten through 5th, with inclusion classrooms with students with special needs. Some classrooms are special needs classrooms and other are inclusion classrooms. The classroom that I observed in was an inclusion classroom. There were two teachers in the classroom, with about 30 or so kids. The instructional mode of the teachers, was to have the students come to the meeting area in front of the room, and they would brainstorm what the lesson that they were learning would be about. Then they would teach the students the lesson, practice some problems together as

Big Idea: Knowing multiplication factors helps in learning division. Common Core Standards: CC.2.2.3.A.1: Represent and solve problems involving multiplication and division. CC.2.2.3.A.2:

If these students were placed in a regular classroom, they were often functionally excluded, when no support was provided for the child or the teacher. In addition, many students were misclassified following inaccurate assessment, placement or tracking. These past practices have been deemed in violation of a student’s constitutional rights. As a result, IDEA now requires that the educational program that is developed by the IEP team provide the child with opportunities in the least restrictive environment (LRE). LRE is the most normal setting that is possible for the student. The team should take several things into consideration when making this determination. First, they must compare the benefits in the regular class and the benefits in the special class. The U.S. Court of Appeals determined that the appropriateness of placement in the regular classroom is not dependent on the student’s ability to learn the same things the other students learn in the regular classroom. The benefit of social interaction should also be taken into account. Second, consideration should be given to the potentially beneficial or harmful effects that placement in the regular classroom may have on the students involved. Finally, cost should be considered when determining the appropriateness of student placement.

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I