D096 2 PDF
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School
Western Governors University *
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Course
096
Subject
Health Science
Date
Dec 6, 2023
Type
Pages
2
Uploaded by AmbassadorStrawSalamander23
Page 1
Teaching Diverse
Learners
Assessment #2
Hannah Gibson-White
Elementary Education, Western Governors University
D096: Fundamentals of Diverse Learners
Michelle McCraney
September 25, 2023
Page 2
1.
In the simulated classroom one of the students, Emily, had dyslexia. She had a hard time
reading some of the words on my visual representation. When mispronouncing the word
“obtuse” I took the time to correct her. I told her a trick I learned was that with the letter
“b” the bat comes before the ball and with the letter “d” the doorknob comes before the
door. I congratulated her when she said the word correctly and told her how proud I was
of her for continuing to try even when she had made a mistake. I had planned on using
references in the room for finding angles but due to a misunderstanding as I was making
my lesson plan, we didn’t get to that part. I was going to let the students find examples of
different types of angles in the classroom. By finding examples in the classroom Emily,
and the other students, would not have had to rely on words or images alone. I also gave
the students clues on how to remember the terms better. Acute being small like a cute
kitten. Obtuse begins with the letter “O” which comes after the letter “A” so it is larger
than an acute angle.
2.
In my own classroom, I will actually know the material I am teaching instead of trying to
rely on what I remember from math lessons twenty years ago.
I will be able to form better
bonds with my students and have other resources, such as IEP accommodations, available
to help me know how to best help my dyslexic student. Something I would do differently
is make sure I know what I am expected to be teaching. I accidentally thought it was on
types of triangles, and so I really confused the people in the simulation. In real life, I will
make sure to make sure I am teaching the material that needs to be covered.
While I was able to help Emily when she pronounced obtuse incorrectly in real life I
would want to go around and have a one-on-one with her, once the lesson was complete
and the class was doing the assignment, and make sure that all the accommodations were
helpful in her understanding the material. A two-minute check-in can easily help me
determine if she has truly grasped the material or if more instruction is needed.
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