Task 2
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School
Western Governors University *
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Course
D096
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
1
Uploaded by ProfessorFrog3826
Ali Mihub
Task 2
Fundamentals of Diverse Learners
A.
1. Having the ability to use the visual aids helped the student with exceptionalities because it allowed her to see the difference in the angles and recognize what was different between the three angles, rather than just hearing them be described. This allowed for multiple
modes of learning and expression.
Exceptionalities can be described as Physical, mental, or emotional conditions, including gifted/talented abilities, which require individualized instruction and/or other educational support or services (Global). At one point the student also asked how to pronounce the term, “obtuse,” so spelling and really emphasizing the “B” allowed
for the student to comprehend what the word was. When I become a teacher, I will be aware of
students with exceptionalities and work my hardest to find ways to engage and help them learn. Today if I could change anything about the visual, I would’ve liked to have drawn on a white board or screen so the students could see a better example of the different angles. At times it was difficult to show the difference between a right angle and an obtuse angle just by using my hands. In the future I would also show
the word “obtuse” and visually point out the B.
2. At the end of teaching the subject, I asked the students, “Does anyone have any questions?”. That allowed for a yes or no answer which led to silence in the classroom. To engage with the students better and create more dialogue at the end of class, I could’ve worded the question, “What questions do you have?” or “Everyone think of one question you, or someone else may have.” Then call one someone to share what question they generated. That would allow for the students to ask what is on their mind, or what could be on someone else’s mind, and feel that I’m more actively engaging in the dialogue and positive learning with them. Plus, asking the question in an open-ended manner like that, reduces the chance of the conversation not going anywhere, or students just keeping silent. Keeping the students engaged is also something I will have to work on. One student, Wil, l was starting to lose focus and I had to engage with him to keep his attention and to get him to participate in the group discussion. In the future, I will focus on engaging, and interacting with students before
they start to lose focus, to keep them hooked the whole time.
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