ECS 585 Clinical Field Experience B
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School
Grand Canyon University *
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Course
585
Subject
Industrial Engineering
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by sgoitia79
1
Ms. Jackson’s Kindergarten Class at P186x.
Clinical Field Experience B: Science Lesson.
Sherry Emmanuel-Goitia.
College of Education, Grand Canyon University.
ECS 585- Developmentally Appropriate Instruction: STEM Subjects
Professor Sternberg.
September 13, 2023.
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Ms. Jackson’s Kindergarten Class at P186x.
I started my field experience by speaking with Ms. Jackson, my mentor teacher, at P186x in the Bronx, New York. We discussed how to choose the small group of students she will instruct in her science lesson during this session. The various levels of understanding they demonstrated in earlier science lessons served as a foundation for selecting this group. According
to Ms. Jackson, these children needed extra help to close their learning gaps and understand scientific concepts. I observed Ms. Jackson for five hours. To meet the needs of the small group, Ms. Jackson has devised and used a number of differentiation and engagement tactics for her science lessons. There was whole and small grouping, hands on activities, the use of visual aids and technology, open-ended questions and think-pair-share activities, and peer-assessment. She planned and executed several differentiation
and engagement strategies tailored to the specific needs of the small group. These strategies were
chosen with the intention of accommodating the diverse learning in her classroom. Looking back on the experience, it was clear that these strategies successfully captivated the small group of students and contributed to their enhanced comprehension of the scientific concepts. A significant lesson learned, however, was the value of flexibility in instruction because each student has different requirements and learning styles. In my professional work in the future, I want to keep using these techniques while being watchful to evaluate and modify my
approaches in accordance with the requirements of each of my students. Engaging methods and differentiated instruction are essential for developing a welcoming and productive learning environment.
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Ms. Jackson’s Kindergarten Class at P186x.
As we look forward to our upcoming engineering and STEM lessons for her kindergarten students, Ms. Jackson and I remain committed to providing continued support for the same small group of students who are developing their critical thinking skills. Recognizing that kindergarteners are in the initial stages of their STEM education journey, our lesson will align with age-appropriate state standards while emphasizing creativity and exploration. Here are
the strategies we plan to implement. She will introduce a hands-on engineering challenge designed specifically for young learners. Our goal is to break down the challenge into smaller, manageable steps that align with the developmental abilities of the class. The activity was “How can we build a sturdy tower with paper cups?” She guides them through the process, starting with basic brainstorming and gradually introducing concepts like stability and balance using simple language to help their understanding. In my future professional practice, I am committed to continuing to employ these strategies while constantly adapting them to the evolving needs and interests of kindergarten students.
Our strategies will encompass scaffolded problem-solving and project-based learning, aligning with state standards and focusing on preparing these students for the rigors of STEM education.
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