Reflectionassignment
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School
University of West Alabama *
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Course
SEC 405
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by UltraTankVulture24
Reflection (KA5b.)
Collaborative Special Education Class B (K-6)
After giving the Language Arts Lesson on Nate the Great and expanding knowledge and vocabulary through discussion, it was evident that 90% of the general education students and 70% of special education students reached a mastery level of knowledge of retention and vocabulary. To achieve mastery, they must have gotten above 80% on the Nate the Great exit quiz. The results indicated that though most of the students achieved a mastery level, there was still room for improvement, especially for those with special needs. Throughout the lesson, students were able to discuss key vocabulary words and explicit instruction was given on looking for clues in the text to gather information. Higher thinking skills (Webb’s Depth of Knowledge), problem-solving, and critical thinking opportunities were also given to students during the lesson. During the lesson, students were sorted based on their education levels (groups were a mix of students to ensure each group had students from different learning levels). Special needs students were consistently paired with a partner to assist in scaffolding their knowledge. Handheld objects (a magnifying glass) was also used to encourage students to look for key details in the book. During the exploration part of the lesson, students were given clear instructions along with different writing methods, to assist them in writing vocabulary words. A graphic organizer was also given to the students to allow them to write their thoughts organizationally. The visual aids in this part of the lesson were especially helpful for the students with special needs. As they require additional reinforcement to assist them in expanding their knowledge.
The elaboration phase of the lesson included independent and group activities, which allowed me to assess the group as well as the individual. During this time, extra help, by myself and the classroom teacher, was given to special needs students to ensure they could speak to the class about what they had learned. Doing this allowed me, and the teacher, to identify areas that needed more attention. During the lesson in its entirety, students were continuously given feedback. Their efforts
were praised, and they were given guidance on things that may have needed improvement or more detail. Students were also encouraged to do a self-evaluation and assess what they had learned. This allowed the students to take ownership of their learning, Students were assessed in many different ways such as self-assessment, teacher feedback, and peer feedback. Students were encouraged to be critical thinkers throughout the lesson to ensure they made connections throughout the text. More activities to encourage critical thinking could have been given but due to the time, I was unable to provide more open-ended questions. It seemed as though students enjoyed the lesson, and also enjoyed pretending to be detectives like Nate the Great was. Encouraging the students to be detectives could be a fun way to keep them motivated to look for key details in the text as the levels of engagement throughout the lesson were very high. I believe my strengths during this lesson were the creativity and excitement I brought to the students (becoming detectives) as I dressed like one gave the students magnifying glasses and
talked like a detective throughout the lesson. This made the students excited to also act like a detective. Another strength was giving clear and explicit instructions. Some weaknesses were time management, as I struggled with being able to maintain control of the entire class, it was difficult at times to get them to switch gears and transition.
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