Waldman Clinical Field Experience B- Observation of Learning Environments-Small Group Instruction

docx

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

SPD 540

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by ChancellorSnowRam35

Clinical Field Experience B: Observation of Learning Environments: Small Group Instruction I had the opportunity to join the first-grade inclusive classroom at IDEA Valley View located in Cincinnati Ohio. The reason why I chose the first-grade inclusive classroom is because throughout my years teaching, I have taught grades kindergarten through second grade and first grade has defiantly always been my favorite. At this school they only teach one subject to every student in that grade. I found this interesting for them being so young, you typically only see this in the older grades. I thought this would be hard for some of the students that have disabilities due to all the transitions, but I learned that as long as there is a plan and students work up to the full transitions, they do great and amazing things. When students walk into the room they are welcomed at the door by Ms. Harrison. They are also directed to sit in their assigned seats. They started new stations today therefore at the start of class Ms. Harrison discussed what each station was and the expectations for each station. After this she dismissed them to their station. Everyday they always start at the same station; this allows for them to already be in the correct space when they are sitting in their assigned seats and the only students who have to move at the beginning is the group of students that start at the small group table. One student from each station is the manager, supplier, and the organizer, these are assigned jobs at the beginning of the week. A two-minute timer is then set that is displayed through the projector. During these two minutes the manager goes and gets the station assigned to their table, the supplier goes and gets the catties that have all their writing supplies it in, and the organizer makes sure all supplies have been retrieved and gets anything that is missing. The organizer is also the one who will fill in for the manager or the supplier if they are absent. During that time, the students that are in the small group stations will grab the small

group materials and all move to the small group table in the back of the room. Once the two- minute timer is finished she will start a twenty-minute timer. This timer is the timer for the students to be aware of how much time they have left within their station. Today I was the lead teacher in charge of the small group station. Today’s learning objective was “I can identify which item is shorter” and “I can identify which item is longer”. We used linking cubes to make matching sets. I would say “Make a tower that has five cubes.” Once all students had a tower of five I would have them make a tower that is seven cubes. We would then discuss which is longer. We used hand motions to describe longer (hands all the way out) and shorter (hands a few inches apart). While we were in our discussion, I would model a full sentence when comparing such as the tower is five cubes is shorter than the tower with seven cubes. Or the tower with seven cubes is longer than the tower with five cubes. This help the students to understand that you can sue shorter and longer with the same numbers, it just depends on which item you put first. I was able to keep the students engaged throughout the lesson by having them doing hand motions, building towers, and call and responses. When students within the small group station was starting to become either unengaged or showing undesired behaviors, I would give them three nonverbal cues and then a verbal cure if it continued. For example, I had a student continue to call out while other students were talking. At first, I gave the non-verbal cue of the quiet coyote two different times, since that was not helping remind him that he needs to wait his turn to talk the third time I put my finger over my lips and put a bubble in my mouth. This helped the student remember that he needed a bubble while others were talking, and he will get his turn. If he would have continued to call out, I would have said quickly sounds are off. If it continued, I would have stopped the person who was speaking,

apologized to them for interrupting them and given a whole group reminder that our sounds are off, listening ears are one and we are respectful while others are talking. Something that went well within the lesson was having the hands-on aspect of using the cubes as well as having them finding objects that were longer or shorter in the space compared to their cube stack. Something I would change is how I assessed the students. When I was doing the small group, I had w worksheet that was from their curriculum for them to complete and I graded it in the moment and gave feedback. I found a common misconception of taking the work from their hands-on to paper. Therefore, I would either assess using manipulatives or use more paper questions throughout the lesson. This led me to not completely know their strengths and weaknesses of the lesson because I could not tell if the struggle was to translate what they learned with their hands onto the paper, or they did not understand what was taught. This field experience has confirmed that I want to teach in an inclusive first grade classroom. Throughout this time, I was able to work with the whole class as I have as a general education classroom teacher with some modifications to give those additional supports to those who are receiving additional services. I love being able to have the balance on hands-on learning with the mix of paper learning. Throughout this experience I have learned that all students need both experiences to be completely fluent in the material. This helps me to realize that I do not want to be in a self-contained special education classroom because it is harder to have those same connections and flexible using all materials. In the future I want to make sure that I am using all types of learning throughout the lesson. Such as paper to pencil, using items such as manipulatives, and verbal. This allows students to be able to learn the information in the format that they learn best from.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Related Documents

PSY 375 Project One.docx

PSY 322 4-2 Journal.docx

PSY 322 Module Six School Administrator Worksheet.docx

Jamal reflection 9-23.docx

PSY 664 DQ1 week 2.docx

wk5 interprof DP.docx

Waldman Benchmark- Proposal for Behavior Change Plan.docx

Case Study Jeff COUC 6671.docx

Assign 18 Reaidy Nov 03.docx

assign 21 reaidy Nov 17.docx

Assign 22 Reaidy Nov 27.docx

Assign 19 Reaidy Nov. 06.docx

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning