I have ended my journey of student teaching. It was absolutely fantastic! I learned so much and enjoyed every minute. I was able to go to two IEP meetings and they were drastically different. I was able to see district assessment and complete some assessments myself. I cannot say enough positive things about my experience. I am sad that I will not be there anymore.
Oh, and I got my very own rolling crate. I feel like a real deaf educator now!
Tuesday, May 3, 2011
Assessment
The content area I am going to focus on is reading. During my placement I utilized these strategies and assessments. One informal assessment I would use is retell. For this assessment I would have the student retell what occurred in the story without using the book. This allows for the teacher to see what the student remembers or what they are having trouble with. This also helps the student remember the information. A second informal strategy would be reading comprehension questions. The student answers a few questions that relate to the story. This gives an opportunity to see how the student remembers the information. Questions could be text-based, inferences, and opinion questions. The teacher them gets the opportunity to see where if any break down is occurring. For my formal assessment I would complete a benchmark assessment. I did this during student teaching. I picked three different levels of stories and had the student read and answer questions. This allowed me to see what level the student is functioning to then create objectives. It was simple to complete but gave important information.
Friday, April 15, 2011
Student Teaching Update
Assessments! That is one word to describe what is going on right now in student teaching. I am learning so much and getting so much experience with assessments and assessment writing. I also was able to go to my first IEP meeting. After the two hour meeting I felt overwhelmed. I was just sitting and writing the parent's comments and concerns but there was so much to take in and comprehend. I am so thankful for the experience and feel much better for the next IEP meeting on Monday. I also went on a field trip today. We took the high schooler on a trip to ride the city bus. It was so much fun and such a great experience for the student. I am loving my experience and really sad it is almost over...only two more weeks.
Ladies- The picnic is April 29! I hope some of you can come. I will be there with some of the students. That is my last day of student teaching. I think it will be a fun day to end the experience.
Ladies- The picnic is April 29! I hope some of you can come. I will be there with some of the students. That is my last day of student teaching. I think it will be a fun day to end the experience.
Unit 7
Students are not the same no matter if they are deaf or hearing. Students are exposed to different situations even if they are in the same community. A teacher in any classroom has to differentiate instruction. Students do not learn the same. Students may learn visually, auditory, kinesthetic, or a mix of all three. A teacher would have to present a topic using all three styles to assist all students in learning the material. As for my instruction I would make sure I present the material in a various of ways. You cannot teach one way and expect everyone to understand. A presentation of the material in a various of ways not only teaches the material more than one time but gives the students multiple times to practice to better grasp a concept. In the end you cannot expect everyone to learn the same. It just does not happen.
Science Strategies
1. Group Work: "Group work provides frequent opportunities for students to communicate, to share observations and insights, test hypotheses, and jointly construct knowledge (az.gov). This is beneficial to students because they are able to teach and help each other learn the subject. This could be used when reading and understanding the text or completing an experiment.
2. Use of graphic organizers: Students are able to organize their information to understand the difficult subject for some students. This would be very helpful for students who are visual. Students would be able see the details about the topic in an easy format.
3. Activation of prior knowledge: This is a great strategy to get students thinking. This would be great for students because when they start thinking they might know more about a topic than they thought. Also, the teacher would be able to see where the students are functioning before the unit began.
4. Manipulatives/Materials: I love manipulatives! This is great for all students because it gets them up and moving. Science would be great for manipulatives because of all the experiments. This is also really great for students who are visual.
5. Word Walls: The terms in science are difficult to understand/remember. Word walls are beneficial to students because it is a reminder for the students of the difficult terms. The terms can be placed on the wall after the lesson.
2. Use of graphic organizers: Students are able to organize their information to understand the difficult subject for some students. This would be very helpful for students who are visual. Students would be able see the details about the topic in an easy format.
3. Activation of prior knowledge: This is a great strategy to get students thinking. This would be great for students because when they start thinking they might know more about a topic than they thought. Also, the teacher would be able to see where the students are functioning before the unit began.
4. Manipulatives/Materials: I love manipulatives! This is great for all students because it gets them up and moving. Science would be great for manipulatives because of all the experiments. This is also really great for students who are visual.
5. Word Walls: The terms in science are difficult to understand/remember. Word walls are beneficial to students because it is a reminder for the students of the difficult terms. The terms can be placed on the wall after the lesson.
Sunday, April 3, 2011
Week Five and Six
These two weeks of student teaching were nothing different. The only thing that was different was I started administering assessments. Wow! It is so hard to give an assessment when you only see the student for 30 minutes a day. Assessments take forever when you only have a limited time. Also, it is hard to make assessment meaningful for the student so they learn something through the process. What a learning experience it has been. I am so grateful for my experience and I am excited to begin teaching all day next week. Here is to three more weeks of a great experience!
Unit Six
1. I agree to a point with the beliefs of Pagliaro and Ansell. I can see how if you do not know basic math and reading skills then trying to complete a word problem could be difficult. If you cannot complete basic math problems or read then you would not be able to complete the word problem. This would be like trying to skip other basic skills before completing the next step in the skill. In my classroom I would begin with the basics before trying to move to more complicated problems. A student needs to be able to add and subtract before trying to move to multiplication and division. A student needs to be able to read a basic sentence before trying to read a math problem and understand what the problem is asking you to complete. Overall, I think you should concentrate on the beginning skills before moving to the more complicated skills.
2. This is a significant finding for students who are DHH. If it is true that 60% of science curriculum words do not have a sign that could be a major problem for students. One way to solve this problem is to have the students create a sign that would be meaningful to them. Of course this is only good for those students at a time but it could be beneficial for them. I could see how students who are DHH could be behind grade level if there is no sign for a word. I think it would make it difficult for any student to try to comprehend a term without having a sign to match to the word. To me this would be like trying to learn Spanish but not knowing the English version of the word. The real question is what would you do in your classroom to better assist students?
2. This is a significant finding for students who are DHH. If it is true that 60% of science curriculum words do not have a sign that could be a major problem for students. One way to solve this problem is to have the students create a sign that would be meaningful to them. Of course this is only good for those students at a time but it could be beneficial for them. I could see how students who are DHH could be behind grade level if there is no sign for a word. I think it would make it difficult for any student to try to comprehend a term without having a sign to match to the word. To me this would be like trying to learn Spanish but not knowing the English version of the word. The real question is what would you do in your classroom to better assist students?
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