Guided Observation Reflection

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Sociology

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Feb 20, 2024

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Guided Observation Reflection Jesus Lopez National University ITL 606 Bourgeois-daSilva 16 October 2023

The simulation displayed efforts of creating an inclusive, safe, and positive learning environment through various strategies. By utilizing technology to engage students, we can acknowledge and accommodate diverse learning styles to ensure all students feel included. This included personalized interactions with friendly tones and socioemotional support which contributes to a positive atmosphere. Another form of support was displaying clear learning goals at the front of the classroom that provided transparency and clarity for all students. There was a consistent use of praising students for how hard they were working to support their socio- emotional well-being. Other techniques included initial greetings and positive facial expressions like smiling at them. The students need to feel supported to optimize their learning abilities so another tactic used was by walking around the classroom and interacting one on one with the students. This focuses on the importance of addressing individual needs and emotions. Offering more individualized attention, proactive accommodation identification, and establishing an inclusive feedback mechanism will enhance the overall inclusivity and safety of the classroom. The lesson objective was to create an engaging, inclusive, and effective learning environment for all students. The teacher aimed to capture the diverse needs and preferences of the students by utilizing technology, clear learning goals, and various instructional methods. By introducing technology, the teacher sought to connect with students who might thrive in a digital learning environment. The display of clear learning goals at the front of the classroom aimed to provide students with a transparent understanding of what they were expected to learn. The use of varied instructional methods, including online profiles, group sharing, and worksheets, cater to a wide range of learning strengths and needs. Talking with students individually helps them feel supported and understood.

In the observed classroom, three distinct learners exhibited a range of assets and potential gaps in their learning experiences. Learner 1 stood out as an enthusiastic advocate of technology, demonstrating engagement when technological tools were integrated into the lesson. This student also exhibited strong focus and a positive temperament, along with a willingness to provide valuable feedback on the lesson when prompted. Learner 2 showcased a strong asset in their ability to connect with prior academic knowledge through class routines, suggesting a solid foundation in the subject matter. Their adaptability to various instructional methods, such as group sharing and online surveys, indicated an open-minded approach to learning. Additionally, the learner responded positively to my warm greeting and socioemotional support, reflecting an engaged temperament. Learner 3 exhibited assets in their receptiveness to the lesson material, as indicated by their feedback expressing a liking for the lesson. They benefited from the use of different instruction methods, such as online profiles and group sharing, which provides options for diverse learning. The lesson clearly demonstrated incorporating Universal Design for Learning (UDL) principles by using multiple means of representation and engagement.The additional use of technology and clear learning goals allow students to access information through various modalities. The use of varied instructional methods like online profiles, group sharing, and worksheets also ensured that learners had alternatives for demonstrating their understanding. This flexibility acknowledged the students’ diverse learning strengths and provided options for how they could convey their knowledge. Additionally, offering accommodations for students who found the assignment challenging or too easy addressed individual needs and encouraged motivation to learn. However, to further embrace UDL strategies, I could have offered more personalized support to address specific strengths and weaknesses. Additionally, implementing a

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structured feedback mechanism for all students would have allowed for more individualized engagement and motivation. By continuously refining UDL strategies, the lesson could be more effective in providing various pathways for success in the classroom.

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