Learner in Monitoring His/Her Own Learning Progress
The following are various ways I use to make learning effective by helping the pupil to monitor their own learning. These approaches encourage positive relationships in the class environment and enhance the emotional well-being of the learners. They also encourage learners to participate in the class activity. Effective application of these qualities depends on how well I have combined them with pedagogical skills and other appropriate behavior management strategies that are tailored for the learners in focus. This section describes a number of these pedagogical skills (Cooper & Cefai, 2013).
Pedagogical skills
As an effective teacher I take my time to plan lessons in detail. This planning ensures that the learning needs of a diverse class are taken into consideration. The details include auditory and visual approaches to the delivery of content. It also aims at encouraging learners to actively participate in the learning activities.
ii. By managing the physical environment in class
The physical environment has a tremendous effect on teaching and learning outcomes.
b. Based on the learning goal and the focus learner’s IEP goals, respond to the prompts below.
Explain how the learning goal and the planned supports align with the IEP goal.
The primary IEP goals for the focus learner are twofold: firstly, he must attain at least 50 % of the 7 grade ELA Standards as marked by his teacher based on the teacher’s observation, assessment, student’s work and overall attendance; secondly, the learner is expected to sequence and form answers based on textual content by the end of the year. All of the planned supports that I implemented are directly linked with the second IEP goal which can be seen through the use of Socratic seminars as well as the regular encouragement given by me to the learner. The first goal of the IEP which is related to the student’s performance is also indirectly related to all the planned supports that I use especially the open ended questions that I design for the learner within the classroom as well as in the Socratic seminars.
c. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning goal.
1. If a learner shows behavior that interrupts the learning process, it is incumbent upon the IEP team to consider possible behavioral interventions, support strategies and deal with such a problem as it arises (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000). Some of the approaches I use to handle such a case include
i. Functional behavior assessment
ii. I set clear expectations of the behavior that is expected iii. I assist the learner to succeed.
2. I utilize and manage space in a way that helps me to discourage disruptive behavior. Some practical ways I do it are listed below (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
a. I delineate spaces. Some learners naturally pick up cues that outline the uses for the various classroom spaces while others have to be explicitly directed and informed of such purposes and how they should move around.
b. I regulate the level of stimulation. As a teacher I can control the level of auditory and visual stimulation that is exposed to the learner. For Some learners who can easily be distracted, I expose them to lower amount of stimulation.
d. Explain how the lesson objectives, learning tasks, materials, and planned supports are sequenced to – move the focus learner toward achievement of the IEP goals, standards (as appropriate), and the learning goal.
The use of Socratic seminars, focus on interaction amongst peers, engaging the learner in one-on-one text-based sessions, encouraging to think outside the box, encouraging the application of theory in real life circumstances are all efforts and supports that are directed towards moving the learner towards the achievement of the aforementioned IEP and learning goals. Helping the learner main hain a daily task organizer also helps him.mange to stay focused and apt encouragement for attainment of small daily tasks increases his motivation levels to work hard and continue working hard. Regular call back of text content and it’s application in practical settings also helps the learner sefl-reflect and formulate opinions.
-build connections between the focus learner’s prior learning and experiences and new learning for the learning goal.
The prior learning experience was minimal for the learner in the field of ELA hence there can be no connection made between previous learning and new learning. Prior experience of the learner in the social setting can be related to the new learning goals as the new learning goals, when achieved, can improve communication skills of the learner and hence decrease his frustrations that were felt previously when he would communicate inadequately.
2. Knowledge of Focus Learner to Inform Teaching of the Learning Segment
For each of the categories listed below (2a — d), describe what you know about the focus learner’s strengths and challenges as related to the lesson objectives of the learning segment. Cite evidence of what the learner knows, what he can do, and what he is learning to do in relation to the learning goal
Refer to baseline data obtained prior to the beginning of the learning segment.
a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives
The learner has minimal experience of ELA prior to the exposure in this session. He has practical experience of being unable to communicate clearly in English and thus facing frustration and discouragement.
b. Social and emotional development (e.g., impulse control, ability to interact and express him/herself and his/her feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness)
The learner displays minimal problems in interaction with his peers outside of the ELA setting during his regular interactions in the gym or the cafeteria or any other social setting. The learner is generally a calm individual and responds brilliantly to positivity and encourgament. The learner responds better in an individual setting of instruction but adjusts well in a classroom setting or a peer discussion as well.
c. Personal, family, community, and cultural assets (e.g., the focus learner’s interests and strengths, relevant lived experiences, and self-management skills; family supports or resources; cultural expectations; community supports or resources)
The learner is very easily distracted and thus has minimal attention span. The learner is also disorganized and forgetful but is comfortable in a social setting and is generally well mannered in his interactions with his peers and teachers, in the special ed class as well as outside of it. The learner is usually late to get to school which shows either negligence on the part of the family or lack of interest. The learner has to make personal efforts and be given reminders to complete his tasks daily which shows yet another lacklustre interest from the family of the learner.
d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or communication)
The learner faces difficulty in understanding complex text so most work has to be broken down in simpler terms. This also suggests a strong attention deficit problem in the learner.
3. Supporting Learning
Refer to the instructional materials and lesson plans you have included to support your justifications, as needed.
a. Describe how the learning tasks, materials, and planned supports address your focus learner’s needs and capitalize on his/her strengths and interests.
Planned supports can include the learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding that are deliberately selected or designed to facilitate learning of the targeted knowledge and skills.
The peer group is of critical importance in shaping a learner’s behavior. I harness it and redirect it appropriately to make it beneficial to the learner’s needs (Cooper & Cefai, 2013). I encourage the following
i. Positive Reporting by Peers: I develop a reward system for learners who report on the positive and negative behaviors of their own peers. The reward system can include both the reporters and those who have been cited as being in good standing behavior wise.
ii. Buddying: This approach involves pairing learners up with one of the learners being a guide. I employ the strategy when they have a new class entrant as part of taking them through familiarization of the class culture and general environment.
iii. Peer Tutoring: I tailor it in various forms. It may involve one learner tutoring the rest. It may also involve, learners taking turns to offer lessons they have mastered to the rest of the group, or one learner being on the receiving end while a nominated tutor offers assistance.
b. Explain how the learning tasks, materials, and/or planned supports will provide challenge to your focus learner.
The focus learner will be challenged to move out of his comfort zone And interact openly and confidently with his peers with minimal input from me. What this will do is that it will develop a sense of self-confidence and independence in the learner to engage in a healthy discussion without looking for encouragement from me. It will also help the learner to distinguish the norms of a discussion from a debate and help him reflect his strengths and weaknesses internally based on the views of his peers.
c. Justify your choices of learning tasks, materials, and planned supports based on the focus learner’s strengths and needs and principles of research and/or theory.
I justify the aforementioned chosen approaches with the following facts
i. Positive Reporting by Peers: The approach helps learners to explore the benefits of good behavior even when they have retreated to their peer group activities.
ii. Buddying: The approach has a lot more use for learners with special learning needs. The buddy that I assign must be one with positive morals and one that is a role model worth emulating. They should possess good communication skills and the social balance required to accommodate their friend.
iii. Peer Tutoring: It helps develop a sense of command over what the learner is good at and it helps form a sense of comrade and companionship amongst else. it also help builds the confidence of the learner.
d. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and planned supports related to the learning goal.
Teacher practices such as informal assessment in the classroom, file review, and systematic observation practices are as important as the formal assessment processes in determining the level of achievement of a learner and development of academic skills (Ministry of Education – Province of British Colomb, 2011). Some of the techniques I use to help the focus learner generalize, maintain or self-manage the knowledge, skills and planned supports related to the learning goal include:
Strengths/ Advantages
i. I make use of adaptations to ensure that the learning needs of learners with various needs are attended. This will, in turn, help them develop the expected skills and mastery of curriculum content.
ii. I intervene early. I make use of numeracy and literacy approaches that are tuned to the learner’s functional level. I make accommodations as appropriate to avoid discouraging the learner when the numeracy and literacy content appears complex.
Weaknesses/Disadvantages iii. I apply compensatory strategies based on the learning needs, preferences and strengths. These are the resources that the learner uses to make up for their difficulties in the learning process.
4. Supporting the Focus Learner’s Use of Expressive/Receptive Communication
a. Communication Skill. Identify and describe one communication skill related to the learning goal that the focus learner will need to use to participate in the learning tasks and/or demonstrate learning.
Consider the focus learner’s strengths and needs related to the communication skill. Examples of communication skills include retelling a story, explaining a mathematics problem-solving strategy, answering questions, appropriately expressing frustration, selecting the right sign, requesting assistance, selecting a picture, starting or stopping communication, and responding to a prompt or cue.
The focus learner needs to develop the skill of answering questions. The learner is not verum confident and looks for reassurance and encouragement whenever asked a question. he need to learn confidence in interaction with his peers with the need for encouragement. I will thus use the structure of Socratic seminars to help the learner develop this skill. I will use open ended yet text-based questions to increase the learner’s interaction with his peers. This will help the learner have a solid base in the text to formulate his answers from and he will be able to grown in self-confidence in answering questions when dealing with his peers as opposed to an authority figure.
b. Explain how you plan to support the focus learner’s use of the communication skill (planned supports for communication can include instructional strategies such as vocabulary development, modeling, guided practice; materials such as graphic organizers, dictionaries, spell-check; or accommodations such as assistive technology). Describe how the supports assist the focus learner in acquiring, maintaining, and/or generalizing the communication skill.
Provide an example from your lesson plans of this planned support.
Establishing an environment of respect in communications between class members and setting expectations that are realistic in performance achievement in class are important steps in supporting learner growth. I encourage mutual respect between learners with special needs and the rest of the class members. This is important in building trust (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
i. I listen actively. I make use of active listening actions such as establishing eye contact, facial expressions and paraphrasing to reassure learners that I am paying attention. However, on the issue of eye contact, I try to be aware of the cultural implications. Some cultures consider it rude for a child to make eye contact with an adult.
ii. I apply secure easy questions. I explore the use of the “what” questions when learners have been caught misbehaving or breaking a class norm. The “what and how did it happen” questions are easier to handle than those that ask them why they did what they did.
iii. I expose open-ended questions: These questions give the learner the window to explore appropriate responses. Learners who have been on a downward trend in performance may feel uneasy when asked questions that touch on what they view as right or wrong. I don’t ask them “why didn’t you carefully read and follow the workshop rules” instead, I ask them what they did in the workshop
iv. I stay personally interested in my learners. It is positive for learners to share amongst themselves the experiences, expectations and everything else that relates to their classroom and school life. Such sharing opens up their minds to higher targets.
v. Analysing the level of efficiency: I use the structure of Socratic seminars to focus on the core nature of the student based inquiries which allows moist other planning supports to be successful. Mostly success in this format is determined by the level of reflective thought that a student and teacher can achieve. Hence if the conversation from the student is dominated by a text based approach, then we understand that the planned support was succesful.
vi. Reflective writing is another way to promote maintenance of learning goals as it requires the focus learner to provide details of their own participation as well outline their personal aims for prospective seminars.
5. Monitoring Learning
a. Explain how the assessments and the daily assessment record (including baseline data) will provide evidence of – the focus learner’s progress toward the learning goal through the lesson objectives
There will be different ways that a teacher will use to assess a learner’s performance. The teacher will create collective yet detailed assessment reports that will distinguish each task given to the learner in the form of rubrics. Certain activities like classroom discussions, classroom observation, oral and written test to open ended questions and vocabulary or grammar drills /exercises will be designed and maintained by the teacher who will also then note the approach and performance of the learner and make notes in the rubrics pertaining to each task. The use of different nature of activities will ensure that the areas where the learner is proficient or lacking can be differentiated. This differentiation will in turn help the teachers to further design learning goals and strategies for the future.
-the level of support and challenge appropriate for the focus learner’s needs
The better understanding the teacher had through the aforementioned assessments, the higher the probability that the extent of support or challenge that a learner can be put though will be understood. Once a teacher is aware of the strengths, weaknesses and limitations of any learner, they can better organize the way that the teach the student to attain the learning goal. Hence all go the aforementioned strategies for assessment are meant to highlight to the teacher how the student or learner will cope with different scenarios and what traits or habits will come forth. Once a model of the learner’s personality of formulated by the teacher, his learning needs can be more appropriately fulfilled.
b. Explain how you plan to involve the focus learner in monitoring his/her own learning progress.
The primary approach through the use of Socratic seminars is through the learner’s self-awareness of performance, strengths, restrictions, etc. The learner plays a major role in how he or she will not only develop, And apply his learning and skills but also how he will sustain and monitor them outside the class and over a lo get period of time. Hence through the use of self-monitoring assessment charts and periotic assessments, data and information will be gathered with regards to the learner’s abilities, proficiencies and limitations. These charts will be accessible and available for use at any time by the teachers who can also direct them towards a certain structure but they will primarily be designed and maintained by the learner. The learner can make charts using diagrams or pie charts or flow charts and even record facts in he form of bullets or colour wheels.
TASK 2: INSTRUCTION COMMENTARY
Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages may include graphics, texts, or images that are not clearly visible in the video; a transcript of inaudible comments or unclear sign language communication in the video; or translations of words and/or phrases in a language other than English or sign language that appear in the video. These pages do not count toward your page total.
1. Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clip(s) and the reasons for those changes.
2. If applicable, provide any additional information (beyond that provided in Planning Task 1) needed to understand the learning environment or interactions seen in each clip.
a. Identify the district, school, cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that affect your instructional delivery related to the learning goal described in Planning Task 1.
b. If more than one learner appears in a clip, provide information to identify the focus learner (e.g., clothing, position in setting).
[ ] DO NOT DO THE ABOVE
3. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a positive learning environment.
a. Describe how you demonstrated respect for and rapport with all learners.
I establish private structures that include a range of learning needs and strengths:
i. I facilitate modeling and a free environment for inquiry by the learners which ensures that they have a rapport with me outside of the classroom setting
ii. I start with the learner’s strengths during evaluation which shows them my respect for their abilities iii. I explicitly recognize strengths and achievements by learners. I Chart to express such progress on graphs and set planning goals to track achievement trends. This helps them have respect for themselves as well as me.
iv. Model solution finding. I discuss both productive and unproductive actions which increase their rapport with me in an honest light
v. I also showered them with praise and gave them enough wait-time to perceive and retrieve information that had to do with they passage, which is the ” The Power of Arts” by Anna Deveare Smith and how art influenced their lives.
b. Describe how you provided a positive learning environment that both supported and challenged your focus learner in relation to the learning goal, moving the focus learner toward self-determination.
I establish private structures that include a range of learning needs and strengths (Ministry of Education – Province of British Colomb, 2011):
i. I provide role models with positive attributes which allows them to self-determine what aspects they would like to emulate
ii. I encourage self-evaluation which encourages the learners to move towards self-determinated goals and conclusions iii. I facilitate routines that are consistent, rules that are clear and easy-to — follow, and consequences that are logical which further allows them to self-evaluate and determine future plans and goals.
4. Engaging and Motivating the Focus Learner
Refer to examples from the clip(s) in your explanations. For group instruction, you may refer to interactions with other learners as examples of collective strategies accessible to the focus learner.
a. Explain how your strategies engaged and motivated the focus learner to develop and apply the knowledge and skills related to the learning goal.
My primary focus to develop the learners skill to apply the learning goal incorporated both internal and remote events. It aims at establishing positive background events. This way it involves reassuring learners of sufficient choices and control thay they can have while simultaneously pursuing activities that make sense to their lives. This personal touch keeps them motivated to keep working on this diligently.
b. Describe how your instruction linked the focus learner’s prior learning and personal, family, cultural, and/or community assets with new learning related to the learning goal.
The prior learning structures and cultural or familial settings of the learner are also taken into account when designing the new learning strategies. This ensures that whatever the successful outcomes we’re for the learners’ new learning structure gives them (Ylvisaker, S. Turkstra, & Coelho, 2005).
i. Adequate knowledge of social roles, routines and rules in both the familial and the communal setting
ii. Inspiration to change their behavior socially iii. Inherent capacity to transfer the skills acquired from the training sessions to the actual world
iv. Ability to self-regulate to a reasonable extent.
c. Describe the strategies you used to move the focus learner toward independently initiating and/or maintaining active engagement in learning tasks related to the learning goal.
This further allows them to independently build momentum for facing challenging tasks by pursuing relevant activity, establishing a culture of communicating positively between learning partners, imparting alternative communication skills to undesired behavior, providing roles that are positive, and rewarding positive behavior in a logical way (Ylvisaker, S. Turkstra, & Coelho, 2005)
5. Deepening Learning
Refer to examples from the clip(s) in your explanations. For instruction in a group, you may refer to interactions with other learners that informed application of learning by the focus learner.
a. Explain how you elicited and responded to the focus learner’s performance to promote application of learning related to the learning goal.
My methodology to elicit response from the focus learner as well as promote the application to their learning goal all stemmed from the appropriate creation of thee or study guide. I used what I knew of the strengths and weaknesses of the focus learner to formulate a rough structure of a study guide. I then gave the rough structure of the study guide to the focus learner and made sure that I taught it’s correct usage to him as well as the entire class. This allowed me to prepare test questions in advance as well as observe how the focus learner responded to the study guide. Once I observed the focus learner’s approach towards the study guide ideas better able to understand how he/she was applying the learning goal outside of the classroom and in a practical setting.
b. Describe opportunities provided to the focus learner to apply feedback to improve performance related to the learning goal.
I gave many opportunities to the focus learner to come back and talk to me about the strategies that I was using. Aside from allowing the focus learner to communicate directly with me, I promoted deeper understanding in the learner by encouraging him to think outside the box and to apply his learned goals in the practical setting. This allowed the learner the chance to move past rote learning structures and communicate with me the impact of the learning goal in real life. I also conducted regular assessments and encourage the learner to conduct regular assessments as well on the application of the learning goal and their own performance thereof. I encouraged the learner to express all performance aspects in these assessments both in the bullet form as well as in a detailed paragraph form. This meant that the learner and I were fully aware of the learner’s performance inside and outside the classroom.
c. Describe how you moved the focus learner toward self-evaluation or self-correction to improve performance related to the learning goal.
Some of the strategies I applied to move the learner towards self-evaluation and correction and improve performance related to the learning goal were
i. making frequent assessments on a small and detailed scale
ii. exploring deeper understanding; not relying on just rote learning iii. giving study guides to all the learners
iv. teaching study guide preparation to all my learners
v. availing test questions in advance
vi. facilitating fact sheets and open book learning
6. Supporting Teaching and Learning
Refer to examples from the clip(s) in your explanations.
a. Explain how your materials, planned supports, and instructional strategies facilitated the focus learner’s progress toward the lesson objectives for the learning goal and how they reflected the learner’s development, age, strengths, and needs.
After watching the learners in the presented video clips, I suggested materials, planned supports, and instructional strategies to facilitate the focus learner’s progress toward the lesson objectives for the learning goal and reflection of the learner’s development, age, strengths, and needs, by making sure that there were inclusion supervisors and coordinators hired to ensure sufficient provision and adequate assessment for schools. So I hired an assistant and formed a nurture group with him that focused specifically on the focus learner and his end learning goals. The goal was to provide the focus learner with emotional and social learning support in a secure context. The two of us thus conducted Socratic seminars where by we used our knowledge of the students’ abilities to prepare the questions that would be posed as well as establish a general parallel of expectation of the teacher from the learner as well as the learner’s expectations of himself. I formulated as many open ended questions as possible; questions that were designed to allow the learner to think and explore. Through the Socratic seminars, the questions were structured so as to redirect the learner to think about his life outside the class so that his learning in the class could transcend and transition into real life learning as well. Furthermore, I encouraged the learner to distinguish between the aspects of a discussion and a debate and what characterizes the normal behaviour in each setting. This allows the student to think deeply and intricately about his behaviour and what should be the norm and then act upon those norms or be held accountable for breaking the norms. Since Socratic seminars are best utilized when dealing with an authentic and real inquiry into authentic theories, this approach of distinguishing between two close knit ideas can really help the learner develop and apply his strengths in real time.
b. Describe how your instructional strategies, planned supports, and/or materials facilitated the development or application of a self-directed learning strategy for the learning goal.
My instructional strategies, planned supports, and materials facilitated the development of a self-directed learning strategy for the learning goal by allowing the school staff to establish sound techniques for handling problems that arise. The use of Socratic seminars came in very handy here as well. It allowed the staff for the nurture groups and learners aforementioned to assess and establish their role in the establishment of the learning goal and learner skill/performance. Open ended questions and statements developed by the hired staff and teachers would be posed to the students and interaction between students would be encouraged. The staff for the nurture group was directed in these seminars to not rely too much on redirection or correction of the students but to allow the students to challenge and question each other. This approach could lead to better communication and increased confidence however it could also lead to contextual misunderstandings and problems. If problems were to become recurrent, they would be encouraged to consider reviewing existing systems and circumstances. Once such a review was done, they easily would be able to find a link between some prevailing factors in the system and environment that exacerbate the problems. Once an event was linked to the problem, it would be revised or modified or even removed to avoid the recurrence of the problem (Cooper & Cefai, 2013).
7. Analyzing Teaching
Refer to examples from the clip(s) in your explanations.
a. What would you change about the teaching seen in the clip(s) to better support or extend the focus learner’s performance and/or move the focus learner toward maintained, generalized, or self-directed use of knowledge and/or skills related to the learning goal?
I would suggest that the school-based assistance team in South Western School assumes a new role of professional coordination development. The administration and support staff and teachers should be given the liberty to request for different topics for staff developments. The team can then analyze the requests to craft a staff development team that directly address the topic generally but still has the approaches that target particular individual needs (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
b. Why do you think these changes would improve the learning of the focus learner in relation to the learning goal? Support your explanation with evidence of the focus learner’s performance related to the learning goal, as seen in the clip(s), and principles from theory and/or research.
This will ensure that there is a dedicated team of people working on improving the learners performance scales by analysing the environment and tools with which learning takes place. It will also allow the teachers to evaluate their performance and thus improve teaching strategies that cater to the attainment of the learning goals.
Lesson plan: Rationale
One of the strategies that I implemented in teaching the focus learner the learning goals was setting up Socratic seminars. The use of Socratic seminars helped me use real life events or stories to teach the learning goal to the learner and help them comprehend how a theory of text can be applied in practical situations. I informed students before hand of when the seminar would be held and what would be expected of them so that they were adequately prepared. I prepared open ended questions that would trigger the learner to think of a theory outside the realm of the classroon and within his personal life and situations. I engaged the students in establishing whatever standards or structure they were expected to uphold during the seminar i.e. they decided the environment that they would be taught in. I chose to limit my corrections towards the learner but encourage peer interaction and discussion. I also used the foundation of the Socratic seminars to encourage inward reflection of the student and focus learner using the text that they were handed to attain the learning goal.
TASK 3: ASSESSMENT COMMENTARY
Respond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit a work sample as a video clip or feedback as a video or audio clip and comments made by you or your focus learner cannot be clearly heard (or seen, if signed in a video), attach a transcription of the inaudible or (for sign language) uninterpretable communication (no more than 2 additional pages) to the end of this file. Translations of video in a language other than English or sign language (no page limit) should also be attached to the end of this file. These pages do not count toward your page total.
1. Analyzing the Focus Learner’s Performance
a. Identify the lesson objectives from the learning segment measured by each daily assessment record.
The primary goal is to improve the communication skills of the learners to the extent that the learners ability to communicate with lucidity is apparent in not just the classroom but in social settings as well as other settings like the office, etc.
b. Describe any changes in the assessment related to the work sample, daily assessment records, and/or lesson objectives from what was described in the lesson plans, and explain why changes were made.
There were no significant changes made.
c. If the work sample for the learning goal is an excerpt from a video from Instruction Task 2, provide a time-stamp reference here. If a video work sample includes more than one learner, clearly describe how the scorer can identify the focus learner (e.g., position, physical description, first words spoken by focus learner) whose work is portrayed.
The learners can be identified by the corresponding code given to th learner. For example, the learner who answers first is given the corresponding alphabetic code ‘a’, the one who answers second is given the code ‘b’, and so on.
d. Summarize the focus learner’s progress toward the learning goal as reflected in the lesson objectives. The summary can be presented in a table or described in several paragraphs.
The overall progress for most learners was slow with the exception of two. However, despite being slow, the progress was consistent and positive and all the learners improved their standard of communication from when they started. This shows that the methods used were effective however the methods will need to be individualized and thus adjusted in accordance to each learners’ needs. The focus learner showed slow growth in lucid communication but seemed to get motivated with encouragement and individual attention.
e. Analyze the focus learner’s performance based on strengths (what s/he appears to understand or do well) and needs (where s/he continues to struggle or s/he needs greater challenge). Include any error analysis.
types or levels of planned support provided to the focus learner.
The focus learner showed slow growth in lucid communication but seemed motivated with encouragement and individual attention. The strengths of the focus learner lay in spoken communication whereas he/she was weak in written and official communication. Since the partner responded well to encouragement, I focused my energy into giving him positive reinforcement whenever he made even the smallest achievement in areas of weakness so he would not be disheartened. I further made sure that he had adequate time with me outside of class and the strict classroom structure.
f. Based on the focus learner’s performance, explain how the planned supports you used did or did not impact learning and provide access to the content.
Cite evidence from the baseline data, daily assessment records, and work sample as needed, to clarify or illustrate your summary and analysis.
Positive recognition can be done through, stickers, recognition in public, smiles and point systems. When a student’s desired behavior is accompanied with a reward, the learner is likely to repeat such behavior and internalize it. It has been established that positive reward systems foster learning among pupils. Response contingencies aid the learners to improve behavior. A learner is boosted by these strategies especially where there is no intrinsic motivation for learning (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000). The approaches below assist in eliciting maximum support from parents when engaging them about issues to do with the behavior of their children.
i. I talk about the behaviors within the context of achieving academic goals.
ii. I go specific on the behavior issues of concern iii. I avoid overly accusative statements that put the family on the defense
iv. I listen actively to what the family members have to say and show empathy even as I learn from their experiences
v. I remember to share the positive side to the learner and I give examples
vi. I ask the family members for suggestions on how the undesired behavior can be corrected
Although dealing with SEN children can sometimes be very challenging and daunting, the bottom-line is that educators should never give up on them, and there is always a point when success will be realized. There is the need for concerted effort on helping these learners to succeed. Classroom management is not an isolated practice, other members of staff and even parents should collaborate to enhance the successes one at a time. The chapter that follows highlights some special ways in which districts support teachers and support staff.
Analysis based on strengths (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
a. Do recurrent behavior patterns exist?
b. What are the conditions that make the learner most successful?
c. What conditions trigger the undesired behavior?
d. What holds the attention of the learner more?
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the form in which you submitted your evidence of feedback for the focus learner. (Delete choices that do not apply.)
Written directly on a work sample document or included in a video work sample
In an audio file
In a video clip from Instruction Task 2 (provide a time-stamp reference) or in a separate video clip
If video feedback occurs in a group context, clearly describe how the scorer can identify the focus learner (e.g., position, physical description).
I submitted all my work in the firm of a written questionnaire. all answers for the questionnaire were based on either personal experience or content gathered from audio files and videos.
b. Explain how feedback (including error prevention) provided to the focus learner addresses his/her individual strengths and continuing needs relative to the learning goal.
The feedback that I provided the focus learner was meant to shortlist his areas of improvement so that the learning goals and objectives could be designed around those. The feedback mainly focused on how the focus learner needs help in concentrating over a long period of time and can improve his communication and vocabulary. The feedback also included areas of improvement in understanding the text including areas of comprehension, time of response to questions, specific areas of learning like phonetics or morphology. This was determined though a series of tests. He Also needs to work on the prefixes. He is improving in areas of written language and can improve I other areas with encouragement.
c. How did or will you support the focus learner to understand and use the feedback on both strengths and needs related to the learning goal, within the learning segment or in subsequent learning tasks?
The focus learner responds best to encouragement and one on one sessions with me. I will use those two scenarios to focus on areas that still need to be improved. For theoretical ideas, I will use the one on one sessions and give him extra time after class. For other areas I will use peer reinforcement and encouragement.
3. Evidence of Use of the Expressive/Receptive Communication Skill
When responding to the prompts below, use concrete examples from the focus learner’s work sample or an additional video clip (using time-stamp references) as evidence. You may provide evidence of the focus learner’s use of the expressive/receptive communication skill for the learning goal from ONE of the following sources:
1. Video clip(s) from Instruction Task 2; provide time-stamp references.
2. An additional video file named “Communication Use” of no more than 5 minutes in length; provide time-stamp references. See Assessment Task 3 Evidence Chart for acceptable file types. Submit the clip in Assessment Task 3, Part C.
3. Work sample; provide a time-stamp reference for a video work sample. The work sample can be the one analyzed or a different one if it is clearly labeled as evidence of use of the communication skill.
a. Explain the focus learner’s use of the communication skill to participate in learning tasks or demonstrate learning related to the learning goal.
Language is broken into two interacting components. Comprehension has more to do with listening and making sense of what has been uttered or written. An expression has to do with talking and organizing sentences in spoken form. These two systems are not mutually exclusive systems. Good listeners also make use of their expression to check and ascertain or confirm what has been said. Children experiment with words to monitor their effect on the listener. If a child experiences expression issues, they are also likely to develop challenges in comprehension. Research has questioned the earlier belief that comprehension precedes expression. The research shows that children apply spoken forms that they may not have fully understood (Afasic, 2016). Hence the learner’s use of the communication skill to participate in learning tasks signifies if there are other problems of the physical nature with the student and how showcases the learners ability to understand different aspects and how to use those aspects in real life outside of the classroom setting. The learner also showcases through his communication skills his own understanding of concepts and notions as he tackles them in class.
b. Explain the extent to which the planned supports for the expressive/receptive communication skill built on the learner’s strengths and/or addressed needs relative to participating in the learning tasks or demonstrating learning related to the learning goal.
A section of researchers has noted that teachers can identify pupils with language problems accurately through informal interactions. These behaviors noted by the teacher were supported by standardized speech and language therapy tests. If an adult or child experiences difficulty in understanding speech, there are high chances that their ability to decode written language will also be poor. As a teacher I am on the lookout for verbal comprehension challenges that my learners are experiencing. I, therefore, seek intervention from language therapists and educational psychologists in order to support the child in the best possible way in the classroom settings. I make use of the team reading comprehension in contexts that require oral and written responses to a written text. However, language and speech therapists use the term to refer to describe one’s ability to understand. Such understanding is gauged, usually by pointing to a given picture from a list of pictures or following given instruction. Responding to text by giving verbal utterances is a domain of expressive language (Afasic, 2016). I mostly focus on being encouraging through these utterances so that the understanding of the student is linked to positivity in his mind and he this feels motivated to further engage in these learning goals and objectives.
Describe the planned supports you provided to help the focus learner generalize and/or maintain the communication skill.
8.1 from the lesson plan can include the following background text
Expression and Comprehension
Language is broken into two interacting components. Comprehension has more to do with listening and making sense of what has been uttered or written. An expression has to do with talking and organizing sentences in spoken form. These two systems are not mutually exclusive systems. Good listeners also make use of their expression to check and ascertain or confirm what has been said. Children experiment with words to monitor their effect on the listener. If a child experiences expression issues, they are also likely to develop challenges in comprehension. Research has questioned the earlier belief that comprehension precedes expression. The research shows that children apply spoken forms that they may not have fully understood (Afasic, 2016).
Literacy Skills
A section of researchers has noted that teachers can identify pupils with functional problems accurately through informal interactions. These behaviors noted by the teacher were supported by standardized speech and language therapy tests. If an adult or child experiences difficulty in understanding speech, there are high chances that their ability to decode written language will also be poor.
8.5 from the lesson plan is answered below
As a teacher I am on the lookout for verbal comprehension challenges that my learners are experiencing. I, therefore, seek intervention from language therapists and educational psychologists in order to support the child in the best possible way in the classroom settings. I make use of the team reading comprehension in contexts that require oral and written responses to a written text. However, language and speech therapists use the term to refer to describe one’s ability to understand. Such understanding is gauged, usually by pointing to a given picture from a list of pictures or following given instruction. Responding to text by giving verbal utterances is a domain of expressive language (Afasic, 2016).
8.1, 8.2, 8.4 from the lesson plan is answered below
Hearing and the Hearing Test
Physical sound waves move from the ear and travel to the listener’s brain. For any speech sound to be decoded, it must first be heard. Speech is such that people speak in whole phrases of meaning. It is easy to tell this trend when you listen to a language that you is not familiar with. It is not easy even to tell where a word stops and another begins if there is continuous speech. Language is, therefore, a sound stream. It is the brain that breaks these streams of sentences into separate words and thus, meaning. Hearing is an important component of comprehension; children that experience difficulties in verbal comprehension should be regularly checked by an audiologist. This should be done even when the child passed the test for hearing at birth; particularly when the parents, guardians or caregivers notice that the child is experiencing difficulties in speech development. Results of such a test should be shared among the team members and the speech therapist. If hearing aids have been recommended, they should be worn throughout the period that they have been prescribed. The reason behind strictly adhering to the prescription and direction of the therapist is that if the aids are not worn, the child’s ability to develop language may be severely affected.
8.6 from the lesson plan is answered here
I use Receptive language processing which involves cognitive processes of deciphering written and oral communication.
Strategies
I make use of graphic organizers to help out in the processing of information and making the required connections between concepts presented for learning. I provide different ways of looking at the concepts.
i. I give learners a chance to make predictions concerning outcomes
ii. I split information and teach learners from smaller units such as headings and structures of texts iii. I also ask the learners to restate the information taught
iv. I exploit all information and presentation strategies including graphics, visual aids and oral discussions
4. Using Assessment to Inform Instruction
Consider what you know about the focus learner and the effectiveness of your instruction/intervention and the learning environment when designing next steps related to the learning goal. Consider all aspects of instruction, including planned supports, as appropriate. Connect your next steps to your analysis of the focus learner’s performance.
a. Based on your analysis of the focus learner’s performance, presented in the response to prompts 1d — f, describe next steps for instruction to improve or continue learning.
Connect your next steps to research and/or theory, particularly as it relates to evidence-based practices.
The primary goal is to improve the communication skills of the learners to the extent that the learners ability to communicate with lucidity is apparent in not just the classroom but in social settings as well as other settings like the office, etc. for the fulfilment of this purpose, There were no significant changes made to the assessment strategies. The learners in the video clips can be identified by the corresponding code given to th learner. For example, the learner who answers first is given the corresponding alphabetic code ‘a’, the one who answers second is given the code ‘b’, and so on. The overall progress for most learners was slow with the exception of two. However, despite being slow, the progress was consistent and positive and all the learners improved their standard of communication from when they started. The focus learner specifically showed slow growth in lucid communication but seemed motivated with encouragement and individual attention. The strengths of the focus learner lay in spoken communication whereas he/she was weak in written and official communication. Positive recognition can be done through, stickers, recognition in public, smiles and point systems. Furthermore, I made sure that the instruction assistants were taught to
a. Increase how frequently they provided support and interacted with the children under their care
b. Be proactive and anticipate the problems that the children might experience in terms of speech and provide escape utterances
c. Not to nag the children; as understood by the learners.
b. Based on what the focus learner knows and can do and your next steps, describe implications for the focus learner’s IEP goals and/or curriculum.
When I understand my learner’s emotional and physical needs and challenges, I stand a better chance of using instructional programs that are tailored to assist the learners to achieve their highest potential. When I have basic knowledge of how some of the conditions can be picked out and diagnosed, it provides an avenue for a broader approach in my instructional choices. Usually, teachers will apply such knowledge in the classroom without being prompted. The reason why this happens is that when teaching is driven by research focused on high-quality instruction it offers, arguably, the best intervention for the class and the children with challenges. There are some methods that are worth considering, though, because they have been tested and proven to work well with learners experiencing language complications. Some of the techniques are discussed after this section (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
An example of a Case (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000):
“After discovering that a section of learners had not mastered all the needed social skills, the teachers decided to split the lessons into smaller segments. In the first segment, learners received instruction in social skills required for the lesson of the day. The next lesson saw the children apply the skills practically through learning that was inquiry based. The final segment asked learners to work independently on their projects. In the end, the learners were required to rate their own performance in the social and academic realms.”
Instructional strategies that are effective assume that teachers consider the needs and strengths of their learners when developing lesson plans. Learners with language barriers, just like the rest, gain most from classrooms that are subjected to effective behavior management and instruction. It is a known fact that learners gain most when the instructional strategies and academic tasks are carefully designed and selected to involve them actively as a way to support their learning process and when rules and expectations are made clear from the onset (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
When dealing with learners with language challenges, it is crucial to note that if the curriculum and strategies for instruction are not tuned to exploit the strengths of the learner and deal with the needs of learning, there may be frustration that is often manifested by withdrawal behavior. Such unproductive responses should be minimized while presenting positive opportunities for learning at the same time. This means that as an educator I must embrace a shift from the traditional methods of instruction planning to inclusive techniques that have the needs of the learner at the heart of every lesson planning. This may involve changing how the classroom is arranged physically and better classroom management strategies. These approaches aid both children with lingual challenges and the rest of the learners to achieve higher feats (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000)
Prediction of where learners may encounter challenges helps teachers to develop better instructional support. One of the areas that I have noted to present challenges to children with lingual problems is in small group learning units. Such skills as waiting for one’s turn to speak, asking questions, appropriate interruptions, taking responsibility and handling mistakes are crucial for learners to acquire to make it in such group settings. Owing to the inadequate mastery of these skills by learners with lingual problems, and because the class pupil background diversity may also contribute to further complications, there may be need for additional support and focused training before they are expected to participate in groups effectively (Mary Magee, David, Cynthia, Tom, & Dehaven, 2000).
References
Afasic. (2016). Language Disorder – Receptive Language Disorder. London: Helplines Partnership.
Cooper, P., & Cefai, C. (2013). Understanding and Supporting Students with Social, Emotional and Behavioural Difficulties. Malta: European Centre for Educational Resilience and Socio-Emotional Health.
Mary Magee, Q., David, O., Cynthia, W., Tom, H., & Dehaven, B. (2000). Teaching and Working with Children Who Have Emotional and Behavioral Challenges. . Washington, DC: American Institutes for Research – Center for Effective Collaboration and Practice.
Ministry of Education – Province of British Colomb. (2011). A Guide for Teachers – Supporting Students with Learning Disabilities. Ministry of Education.
Ylvisaker, M., S. Turkstra, L., & Coelho, C. (2005). Behavioral and Social Interventions for Individuals with Traumatic Brain Injury. BEHAVIORAL AND SOCIAL INTERVENTION, 256 – 267.
Afasic. (2016). Language Disorder – Receptive Language Disorder. London: Helplines Partnership.
Cooper, P., & Cefai, C. (2013). Understanding and Supporting Students with Social, Emotional and Behavioural Difficulties. Malta: European Centre for Educational Resilience and Socio-Emotional Health.
Mary Magee, Q., David, O., Cynthia, W., Tom, H., & Dehaven, B. (2000). Teaching and Working with Children Who Have Emotional and Behavioral Challenges. . Washington, DC: American Institutes for Research – Center for Effective Collaboration and Practice.
Ministry of Education – Province of British Colomb. (2011). A Guide for Teachers – Supporting Students with Learning Disabilities. Ministry of Education.
Ylvisaker, M., S. Turkstra, L., & Coelho, C. (2005). Behavioral and Social Interventions for Individuals with Traumatic Brain Injury. BEHAVIORAL AND SOCIAL INTERVENTION, 256 – 267.
Afasic. (2016). Language Disorder – Receptive Language Disorder. London: Helplines Partnership.
Cooper, P., & Cefai, C. (2013). Understanding and Supporting Students with Social, Emotional and Behavioural Difficulties. Malta: European Centre for Educational Resilience and Socio-Emotional Health.
Mary Magee, Q., David, O., Cynthia, W., Tom, H., & Dehaven, B. (2000). Teaching and Working with Children Who Have Emotional and Behavioral Challenges. . Washington, DC: American Institutes for Research – Center for Effective Collaboration and Practice.
Ministry of Education – Province of British Colomb. (2011). A Guide for Teachers – Supporting Students with Learning Disabilities. Ministry of Education.
Ylvisaker, M., S. Turkstra, L., & Coelho, C. (2005). Behavioral and Social Interventions for Individuals with Traumatic Brain Injury. BEHAVIORAL AND SOCIAL INTERVENTION, 256 – 267.
Get Professional Assignment Help Cheaply
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.
Why Choose Our Academic Writing Service?
- Plagiarism free papers
- Timely delivery
- Any deadline
- Skilled, Experienced Native English Writers
- Subject-relevant academic writer
- Adherence to paper instructions
- Ability to tackle bulk assignments
- Reasonable prices
- 24/7 Customer Support
- Get superb grades consistently
Online Academic Help With Different Subjects
Literature
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Finance
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
Computer science
Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!
Psychology
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
Nursing
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Sociology
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
Business
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
Statistics
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Law
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
What discipline/subjects do you deal in?
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Are your writers competent enough to handle my paper?
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
What if I don’t like the paper?
There is a very low likelihood that you won’t like the paper.
Reasons being:
- When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
- We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.
In the event that you don’t like your paper:
- The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
- We will have a different writer write the paper from scratch.
- Last resort, if the above does not work, we will refund your money.
Will the professor find out I didn’t write the paper myself?
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
What if the paper is plagiarized?
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
When will I get my paper?
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
Will anyone find out that I used your services?
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
How our Assignment Help Service Works
1. Place an order
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
2. Pay for the order
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
3. Track the progress
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
4. Download the paper
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
