VideoCaseAssignmentGriggs

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Liberty University *

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323

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Sociology

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Apr 3, 2024

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Uploaded by SuperHumanJaguarMaster831

Danielle Griggs EDSP 429 3/26/2024 Liberty University Module 1 Week 1: Video Case Assignment Inclusion: Meeting the Needs of All Students in a Sixth-Grade English Language Arts Class Question 1: Ms. Grey discusses how she determines barriers to meeting the learning goals of her students. What are the types of barriers that she often finds, and how does she eliminate these? Provide at least two examples. Ms. Grey identifies anything that might hinder her students from achieving their educational goals as a barrier. She prepares thoroughly before teaching, removing anything she believes could impede their progress. Recognizing that they don’t have sufficient time to practice fluency and often comprehend spoken information better than written, she reads lessons aloud. Understanding her students’ learning styles, she avoids overwhelming them and aims to alleviate stress. Reading aloud lightens their workload, reducing one source of pressure to master material. Additionally, Ms. Grey addresses another obstacle to comprehension: the executive function abilities of sixth graders. To aid visualization and understanding of text material, she employes graphic organizers. Question 2: Ms. Grey incorporates different stations to address some of the challenges that all sixth graders might encounter in a language arts curriculum. What types of stations would you want to incorporate in an inclusive middle school classroom, and why? Illustrate with at least one example. In an inclusive middle school classroom, I would introduce a station aimed at maximizing class engagement. This station would involve activities such as turn-and-discuss sessions with peers, followed by sharing insights with the whole class, like what Ms. Grey implemented during the lesson introduction. Another approach would involve group activities, as demonstrated by the co-teacher later on. The classroom would be divided into two stations, with Ms. Grey leading one and the co-teacher managing the other. In Ms. Grey’s station, students would read the text and use graphic organizers with paragraph numbers for easy reference. This method allowed students to locate information quickly to complete assignments. Meanwhile, at the co-teacher’s station, students would watch a video related to the author’s perspective on the subject matter using iPads and headphones. They could replay the video as needed to grasp the content, facilitating discussion with their peers later. After watching the video, the co-teacher guided students through a language arts concept, focusing on sentence structure using a different graphic organizer. Students engaged in discussions or group activities to apply the new concept. By incorporating both methods, students were actively engaged with their peers and teachers. These approaches recognized that students have diverse learning styles and abilities. They also demonstrated that core concepts can be comprehended and mastered through various methods, fostering a more inclusive learning environment.

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