Soleil Dixon-Widman Clinical Field Experience D_ Applying Intervention and Remediation Strategies
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Grand Canyon University *
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Jan 9, 2024
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Clinical Field Experience D: Applying Intervention and Remediation Strategies
SPD-581-O500
Soleil Dixon-Widman
Mar 8, 2023
Applying Intervention and Remediation Strategies Notes
The graphic organizer I used was an excellent choice for my learners. Learners responded
well to the activity. They enjoyed it so much that we spent too much time working on it. This activity was where the directions were simplified, and an example was provided so they could create a book. Within the days we spent on this activity, learners were able to expand their knowledge of vocabulary words. At first, they were not into it because it was work, but as they saw the example of the book I made and modeled, they were open to trying it. There were many steps before that I should have forced on other than the writing. I decided to do a theater read. They chose a character to be and read that part throughout the story. They enjoyed that, and it helped them to pick their topic to write about and find pictures for their story. I should have placed a timer on each step so that we could have stayed on track, and my mentor also agreed to that. I also could have given homework, allowing the learners to finish what they could not in class. I sometimes do not send assignments home because it does not return to school, but I could have made a copy just in case, which was also mentioned. I also should have made a copy of what I modeled on the smartboard for them to have on hand. That was important for them to have in case they needed to reference it later. As I helped learners
individually, I also had to change the slides on the board whenever a learner asked, which took up some time. Reflection
I needed some clarification about the previous assignment, but I now see my mistakes and how I could have gone into more detail about what I was trying to implement. I was more focused on their individual needs but did not express that, so when looking back on how I planned this, it did not go how I planned it in my head. My focus should have been on whole group instruction because my learners could have gained the skills or relearned them for more practice. I also would have spent less time giving the learners extra time to finish the story in class. I could have given it to them to complete at home for homework. This was an assignment where I felt I needed to plan backward and look at what I wanted my learners to master other than it being fun for them to learn something new. The learners showed a need for literacy skills in the intervention and remediation activities that I planned to help them improve their literacy abilities while practicing after instruction was taught. The three learners I worked with showed deficiencies in phonics and fluency in their reading and writing. I chose this assignment to help them with decoding, reading,
and writing; however, I was trying to work more on their writing at first. In addition to having the graphic organizer, I had to give more practice worksheets to help enhance their reading skills which I should have waited until they mastered before starting to write. We slowly stretch out the sounds of the word and then blend the sounds to read the word. Having pictures indeed worked when learning the new vocabulary words, but I also needed to test them on the words
without using the pictures for help. We also did a theater reading so that everyone could work on
their fluency while reading. They all had the same assignment, just different graphic organizers to accommodate their individual needs. As I observed my students, I noticed they struggled with the new vocabulary words I asked them to use while writing, even after going over them with them. Giving more time with that as I sat with them and helped them with the structure of their writing, I should have made individual copies for learners to have, for example, instead of just having it on the smartboard. Even though I modeled and showed them the example, it would have been good for them to have their copy. My learners see better than they hear, and it enhances learning by helping visual learners understand activities, tasks, directions, and discussions. With all of this information and activities we did, I used that for progress monitoring. I would make changes so that I can implement this assignment again. Overall my learners enjoyed creating a book, but we did not master the task 100% because I did not entirely write out what I needed them to do and had extra copies for them in hand. The task will be fully understood and mastered when I make these necessary adjustments. In addition, it is also essential to keep testing learners during the intervention so that while I am tracking their development, I can see if the activities successfully enhance the skills being taught.
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