Mary El Daher - CDPE 7002 - Learning Experience Self Evaluation

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School

Loyalist College *

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7000

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Psychology

Date

Dec 6, 2023

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pdf

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Uploaded by DeanDiscoveryKudu12

Name: Mary El Daher Student #: 500166167 Course code: CDPE 7002 Facilitator: Tracey Wells Course Name: School Age Environment Placement Assessment Title: Learning Experience – Self Evaluation Date of submission: March 22 nd , 2022

1. Describe how you felt that the activity went. What would you change? Observing the children with autism during the placement has showed me how they process differently things other often take for granted. So, the planned activity that would give the students the opportunity to learn and extend their learning according to their interest and curiosity. While doing the activity, the children were fully engaged, they were trying their best to read the clue and guess it. Seeing the momentum of excitement, sparkle in their eyes, big laughs, happiness, joy, engagement, being anxious to explore was such fulfilling to see as an educator. I was filled with happiness to see that the activity I planned brought them so much happiness and provided them with learning experience. I believe preparing them for transitions from one clue to the other by reminding them orally what we will do next, giving effective instructions and clear points helped me feel as a successful educator who was able to intrigue the students to learn while having so much excitement. However, I believe that next time I would like to model the task by showing them first how to do the activity so that they would be better at it with practice. Also, I would love to pause between each clue and the next and encourage them to express in words instead of sounds how they feel. 2. How did you: a. Support cognitive, physical and social/emotional development? Scavenger hunt reinforces the problem-solving skills. The students were trying to guess the answer to each clue so that it leads them to the Leprechaun and the gold. Along the way they were communicating and practicing literacy skills as they share their discoveries or even count how many pennies the Leprechaun left each student or how many broccoli the Leprechaun left behind. They also described the colors of the Leprechaun dust and counted the gold left in the

trap. This activity not only incorporated problem-solving but it taught children the value of team work and promoted social interaction as the kids needed to work together to get to their final destination. It also allowed them to express their excitement in words when they were saying “Got you” or “We are so close to catch him”. This activity not only supported the cognitive, social and emotional development but also the physical aspect as it kept those little legs moving. b. Modify interactions to ensure an inclusive approach. As an educator, it is important that I make each child feel valued as an individual and included in the classroom and learning activities. Thus, some students with autism can find it difficult to pay attention to and focus on things for long periods of time so it was very important for me as an educator to be observant all the time and modify the length of the activity as needed. Some students also needed the teacher’s help to give them more clues to help them guess the answer. The activity was customized to the children’s abilitie s and interests where some students were given individual clues based on their ability. c. Adapt the learning experience to meet the objectives. To meet the objectives, we have to know our students and identify what we expect the students to learn from the learning experience. Thus, since we wanted to promote team work it was a good idea to have the students work as one group towards finding the gold. Also, as children with autism learn best with visuals, we made sure that each clue was represented by a visual during the hunt and we used the cards so that the children can see it instead of just listening to the clue. Also, what was rewarding is that the students with autism were so excited and engaged and we took the opportunity to ask more questions based on their comments for instance one student thought the foot prints were fossil so we had to explain what fossils. Students were so

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communicative this helped us lead more conversations to support cognitive development. One student said with excitement “look, a note in there” so we replied “ Yes, it is another clue, how about you read it Tyson” then Tyson replied before reading the clue “Let’s get this thing!” . So by providing an exciting activity that was modified to meet all the children’s abilities and interests we were able to build the excitement and curiosity amongst the students to read, practice problem-solving and guess the riddles that would lead them to the next clue while working as a team and promoting their social skills. 3. Remember to provide specific examples. During the scavenger hunt, the students were so eager to guess the answer that leads them to the next clue and eventually to the gold and the Leprechaun while working as a team. Some students specifically used the “we” to refer to all the students working as a group when they said “t he Leprechaun left for us the pennies for good luck. We can put it in the desk”. Another example that shows children working as a team and feeling included is when another student added “or in our backpack” and third student added “or our pockets”. An example of problem-solving is when the students guessed that the answer to the clue “There’s only one or 2 more places this Leprechaun could be, maybe he’s hiding where a pizza baking you might see” and the students answered “we bake pizza in the kitchen” . An example of self-achievement and self-esteem was when they found the gold and one student said “Yay, he left us chocolate, he left his money” . An example that it was learning while having fun when one student said “It was a fun day”.

An example about learning numeracy is when the students went around and showed each other the penny they got and someone said “I got a nickel” and the teacher asked him “how much is a nickel” and he said “5 cents”. 4. Identify how the environment impacted your plan (before and after school program or classroom) The students got to learn in an environment that promoted inclusiveness while planning an activity based on their interests and abilities which prompted the children to be more motivated and have a higher overall learning ability. The absence of distractions, the excitement and activity space in addition to the previously mentioned elements allowed us to avoid crowdedness and maximize the learning outcome based on the children’s interests and abilities while having fun. 5. Outline possible next steps regarding future learning experiences. Hands-on learning has numerous benefits and allows children to act out what they have been taught by teachers in a physical way hence I would like to plan more hands-on experiences to help children connect theories and knowledge learned in the classroom to real world situation, explore better and benefit from a lifelong learning platform.

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