The Episode I Thought Was Most Interesting

It is evident that EngageNY has addressed these shifts through its variation of assessments, performance tasks, and in the design of each module, unit, and lesson. For example, each lesson is sequenced to build upon a skill set and increase the rigor through the progression if each unit, until reaching the final assessment. Moreover, to further incorporate the shifts, text based answer and discussions are incorporated in each lesson and performance task.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

In the beginning of each lesson several planned supports are introduced to ensure that the focus learner understand the lesson objective and subsequent lesson goal. The two to three planned supports in lesson one compliments the focus learner preference in learning and align with the IEP goal. The planned supports are mainly visual and kinesthetic in nature and they include various Manipulatives, wall charts, YouTube videos, guided notes, and lesson worksheets assessments that are intended to assist the student in achieving the lesson objectives. They are also intended to help the student remain engaged during explicit, guided, and cooperative instructions. The Smart board will be used by the teacher to support differentiation of instruction and by the student to express in writing learning of the lesson objectives. Worksheets will be used for independent and extended practice on concepts taught and the results used to help guide instruction in satisfying the learning goal and the IEP goal. As the focus learner becomes confident the amount of supports are reduced to reflect the IEP

That was my favorite too! One day we had a class project to do and I was hoping that our teacher Ms. Wyatt choose Briana to be in my group. As Ms. Wyatt began calling each person’s name, I heard her say; “Briana, Jena, Kim, Calvin and Alexis”. I couldn’t believe my ears, Briana and I would be in the same group together. “Yippee”!! Our assignment was to take the five “W’s”, who, what, when, why and where and each person had to demonstrate what each word meant in a sentence. I had “Who” and Briana had “What”. We each came up with some powerful sentences and our group rocked

* I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom environment for many years. Therefore, it’s essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy assessments to identify potential barriers to learning and remove them as far as possible.

This paper summarizes some key theme in the InTASC standards of teaching learners. There are two themes that seem to be throughout the standards and these are learner focus and collaboration with not only students, but between teachers. These standards are vital to the learning environment of students and gives teachers the resources that they need to enable their students to be successful.

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

RE: Unit 3 facing challenge 7/27/2015 6:18:49 PM I completely agree with you Nancy! But as Ms. Pavey is always saying it will get easier as we go further into the class. Which I believe she is right. Asking

The Interstate New Teacher Assessment and Support Consortium, or INTASC, principles were developed in 1987 to provide beginner teachers with a guideline of how they should perform. In total there are ten INTASC principles: Knowledge of Subject Matter, Human Development and Learning, Diversity in Learning, Variety of Instructional Strategies, Motivation and Management, Communication Skills, Instructional Planning Skills, Assessment, Reflection and Responsibility, and Relationships and Partnerships. These ten principles align with National Board for Professional Teaching standards. This ensures that beginning teachers are aware of what is expected of them. The INTASC principles provides teachers with a tool they can use to become

To make this program successful, skills and knowledge by the teacher is required. The teacher requires knowledge of the PLUS model so they are able to deliver the program. The teacher also requires skills and knowledge of the use of the Interactive Whiteboard (IWB). In addition, the teacher requires, workbooks to be printed out for the students; the file of the presentations available either on the computer, on an iCloud or on Universal Serial Bus (USB) and lecture notes to accompany the presentation. The students require skills and knowledge of the use of the IWB, computers and iPads.

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is