Clinical Field Experience B Aligning Lessons

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Grand Canyon University *

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520

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Mathematics

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Jun 14, 2024

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docx

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Clinical Field Experience B: Aligning Lessons Danielle Hudnall Grand Canyon University EAD-520 Nesa Sasser May 15, 2024
Interviews: The first teacher that I interviewed is a 3 rd grade ELA/ social studies teacher in Florida and has been teaching for 10 years. This teacher has two rotations of students and serves 36 students between the two classes. The second teacher that I interviewed is a 3 rd grade math teacher who is also in Florida. This teacher is in her first year back in the classroom after stepping away for 15 years. The second teacher has three rotations of students and sees 52 students between the three classes. Instructional Challenges/ lesson Plans: When I asked both teachers about the demands of the curriculum and challenges that they face both teachers had similar answers. The problems that both teachers had was finding additional resources that they could use to help meet the needs of their students in addition to what is provided in the curriculum. In addition to the issue of finding supplemental resources Mrs. P stated that there is an issue of pacing. When it comes to the math curriculum it is one day spent on each topic that is covered for a unit, if a student does not understand the topic the class has to move on and there is not time to help students with any misconceptions or to clarify the content because the next day you are moving onto something new. Differentiation of Instruction/ Technology use: For Miss. N in her ELA classroom there is time for small group tiered instruction built into their daily schedule for students who need learning gaps filled. In addition to these intervention groups there is also small group time where students who need enrichment get to be pulled into a group where they can continue to grow the skills that they already have. During these small group/ intervention times students who are not in groups are assigned to individualized learning apps such as iReady, Lexia, and Imagine learning for the ELL students. In Mrs.P’s math
classroom she has to get a little more creative with differentiation because this year there was not a set time for interventions/ small groups set aside. Mrs. P Will look through the independent work for each lesson and pick out problems that are at various groups levels for them to work on and let each group know what their assigned problems are through a daily PowerPoint that is displayed for students throughout independent time. For students who need enrichment she will supply them with activities that help students continue to grow, while students who need extra assistance are pulled to her table for mini lessons during independent time. With the implementation of Promethium boards in classrooms this year it has helped teachers increase their technology use throughout all lessons. Relation to Vison/ Mission and School Improvement Plan (SIP): When it comes to relating lessons to the mission/ vision and SIP plan both teachers had very similar answers. Both teachers stated that the lesson plans that they use are provided by the district and they do not have much room to vary from what is provided to them. If a district staff member were to walk through the classroom, which happens often for these teachers, and they were to be deviating from what is on the lesson plan there would be a note made and a conversation had as to why this is happening. With that being said, both teachers also pointed out that they are there to ensure that all students in their classrooms are successful which is part of our school mission/ vision. Support/ Guidance: Since the school that these teachers work in is a low preforming Title 1 school there are more supports for both of these teachers than say a smaller private school. Mrs. N stated that she has s huge support in her ELA coach who is always there to help with any question that may arise during any lesson/ topic. In addition to the school level ELA support there is also a district level
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