Field Experience Observation Summary 3-Brett Trettin
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Concordia University Chicago *
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6250
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Mathematics
Date
Apr 3, 2024
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docx
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Field Observation Summary 3
Brett Trettin
Concordia University Chicago
SPED-6355: Instructional Strategies for Students with Academic and Physical Challenges
Natalie Zapart
February 25, 2024
2
Field Observation Summary 3
Field Experience Report/Reflection
NOTE: Make certain that you select your field experiences for this course in a way that will enable you to tie what you are seeing or doing in the classroom back to the major lessons of this course.
Student Name: Brett Trettin
SPED course name and #: SPED-6355: School Site of Field Experience: MacArthur EC/ABLE Program
Date and Beginning/End Time: 2/22 and 2/23 10:00-12:00pm, 12:30-2:30pm
Contact Person: Lisa Johnston, Lisa Beymer, Gretchen Bailey
Teacher/Related Service Staff Name(s) and Positions: Ms. Jennifer, Ms. Lisa, Ms. Gretchen, Ms.
Amy
Ms. Amy (school psych), Ms. Caitlyn (SLP), Ms. Juanita (OT)
Grade Level(s): 2
nd
/3
rd
Grade-Split/Special Education: Self Contained Classroom
Classroom Specifics:
Briefly describe the physical environment
(#of students, # of teachers/assistants, desk arrangement, materials on walls or around room, etc.)
-Approximately 13 students, higher functioning/Autism classroom, 13 students are the most allowed per classroom in the entire cooperative based on level of needs. -1 Special Education Teacher, 1 paraprofessional/support team member, 1 Non-Instructional Assistant (required based on two students who have 1:1 accommodations in IEP. Related service members are in the classroom, 1 per week, per related service member to meet service minutes for each student. -Desk arrangement in a u-formation/horseshoe, in which the teacher and the smartboard are front
and center and viewed from all angles of the room.
-Visual Schedules, student work/samples, bright lighting (neon lights as part of calming during break time as a reward), core board (takes up a bulletin board), and directions for each part of the
room related to centers/expectations of students in each center. Each set of directions had visuals and a physical completed model for students to view. There were even samples created from previous students as physical models.
Report:
What did you observe or what activities were you engaged in: Tell the FACTS
(Examples: What
was the lesson about? How was it taught? How did the students participate? What supports were used? How did student respond? How were unexpected changes handled? etc) MUST INCLUDE DATA, such as QUOTATIONS AND DETAILS WHICH ALLOW THE Rev. 10/08/21
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READER TO CAPTURE THE ESSENCE OF THE FIELD EXPERIENCE.
-The lesson was focused on two step addition word problems. Students were provided iPads (one
per student) with their ULS assessment/checkpoint. On the iPads were the exact questions and the teacher was reviewing them on the smart board. Students were to follow step by step with the
teacher and “draw the problem out”. The first problem was “Mikey walked 5 miles to his house, but he really wanted ice cream. If the ice cream shop was 2 extra miles down the road, how many miles did he want all together?”. There were multiple choice answers, however, the teacher
walked through each one. For example, “Could the answer be 3??”, 10 out of 13 students said “No, because he already walked 5 and 5 is more than 3, so that’s not possible”. Two students out of the 10, were using the no icon on their iPad that said “No”. After the first problem was completed, each student was to work on the other 4 questions that remained. After each student completed the task, they went to their assigned center to work on rote counting. They were counting using boards, dot paint, and putting beads on a string. All the centers were related to counting via addition in a variety of modalities/methods. As part of the assessment, students were sent an “Exit Ticket” assessment in which they were provided one of the “checkpoint” assessment questions and could answer on paper, i-Pad, or draw it on their desk and asked to be checked by one of the staff members in the room. Once students completed the work, it was time
to line up for gym class.
The second day, I was meeting with the team during a CIP Planning Day, in which students went
home early and we met to discuss ULS (Check-Point) data, as well as implementing Marzano’s Instructional Strategies. ULS data for all student’s was supporting that most students are understanding the concept of word problems, especially when using similar terms/vocabulary that determines that the correct function is addition. The SLP was working on sentence strips, as well as phrases on the iPads related to repeating and requiring students to expand discussion on strategies. The occupational therapist was going to work on stringing beads based on the word problems provided by the ULS system as well as IXL diagnostic results. The special education teacher and support staff were going to provide additional word problems and have students working on dotting with paint to show answer and collect as work samples for their “Friday Folder”. I was providing a professional development to the team related to Marzano’s instructional strategies, more specifically “Pause, Prompt, and Praise”, in which taking additional
time for students to recall problem solving strategies, providing necessary intervention, and offering praise for the attempt (statumj, 2008). We shouldn’t always be fixed on the correct answer, but the process that arrived at the answer. Secondly, I also focused on cooperative grouping within the small group centers, focus on positive interdependence, social skills, face to face interaction, and individual and group accountability (statumj, 2008).
Reflect and Application to Coursework:
Do some thinking about what happened during this observation. What were the positives? What was effective? What challenges did you see? Make one suggestion for improvement based on the
reading in this course (cite the alignment of your suggestion to the readings). How does this experience relate to course readings, class discussions, your developing ideas about special education and the Illinois Professional Teaching Standards and Special Education Teaching Standards. MUST MAKE A SOUND REFLECTION AND CONNECTION BETWEEN SPECIAL EDUCATION MANDATES AND TRENDS/PATTERNS OBSERVED DURING THE FIELD EXPERIENCE AND MUST BE DOCUMENTED WITH COURSE MATERIAL.
Rev. 10/08/21
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-Positives in the observation was that the students were problem solving and willing to explain their thought process. It was clear that the teacher has reviewed content in this method in previous lessons. Students knew how to follow along as well as proper ways to respond to questions. There had also been practice with technology integration as it was seamless. Students who were non-verbal were communication via core board or iPad word choice (Yes or No). The exit ticket was part of everyday instruction and was an assessment for the teacher to determine next steps in the instructional process (move on as students mastered the content, or interventions
groups are necessary). -One suggestion that I would use, especially after discussing Marzano’s Nine Instructional Strategies, I would implement is setting objectives and providing feedback. There were objectives based on the ULS benchmark/checkpoint, but there needs to be more feedback from students and what they want to learn. I would encourage the team to get more insight or informal
feedback from students on what engages them and how it can be applied to their “real world application”. Regarding feedback, I would ensure its corrective in nature, not just always provide
feedback for completion. There needs to be substance/purpose to the instruction as well as utilize
as part of the assessment process. Aside from having physical models of completed work, I would allow students to be more creative, however, have more rubrics assigned that teachers/support staff need to explain/model appropriately. In application to course readings and activities, I would also suggest that teachers provide tasks analysis to activities related to the content. Task analysis is a great way to track the progress of mastering a skill as well as determine if the student can further be challenged. This could track the type of instruction needed
as well as it leads students to completing tasks more independently. Connection to Your Personal Goals:
to the goals of the Field Observation Plan: How did this observation experience help you accomplish your goal(s)? Identify your goal/activities and the direct correlation to this observation.
-This observation and meeting with the classroom staff assisted me with completing my goal because it was based on student progress. Students recently took a ULS check-point assessment for mathematics, and one of the skills identified as needing additional intervention was one step addition word problems. We looked at each student’s data and created new math groups based on
common trends. Once groups began working after the exit ticket, I was able to observe various groups (teacher, paraprofessional, NIA, and OT groups), and identified the different problems that were part of the center as well as the method in which student’s would model their understanding. When students were working with the Occupational Therapist, they were solving by tying beads as well as cutting out numbers to make sentence cards (strand). I thought it was very clever using this method, not only working on math content, but also being assessed on OT skills at the same time. When discussing Marzano’s instructional strategies we developed new activities that allowed for immediate feedback and cooperative grouping. Each group now had a team name, and were grouped according to skill, as well as having a task that required each group to work collaboratively as a whole group or breaking into partners to complete tasks. Teachers were also wanting to allocate more to providing feedback to each student during a task, as well as Rev. 10/08/21
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correcting the process if a student solved the problem incorrectly. This yields more frequent “teachable moments”, in which students understand the process and are more confident in problem solving. Rev. 10/08/21
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References
Orelove, F. P., Sobsey, D., & Gilles, D. L. (2016). Educating students with severe and multiple disabilities: A collaborative approach, fifth edition
(Fifth ed., New ed.). Brookes Publishing.
statumj. (2008). Microsoft word - marzano's nine essential instructional strategies.doc
[PDF]. Retrieved February 25, 2024, from https://www.middleweb.com/wp-content/uploads/2013/12/Marzanos-Nine.pdf
Rev. 10/08/21
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