Soleil Dixon-Widman Clinical Field Experience B_ Learning Differences

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Clinical Field Experience B: Learning Differences Clinical Field Experience B: Learning Differences Soleil Dixon-Widman November 8,2023 SPD-560-500

Clinical Field Experience B: Learning Differences Part 1: Instruction and Intervention During my clinical field assignment, I had the opportunity to work with Mrs. Atiya Jones, a Specialized Academic Instructor teacher at McDaniel Elementary School in the Philadelphia School District. She teaches grades K-8 and is also the SPECM for my school. Mrs. Jones is a highly experienced and dedicated teacher passionate about improving her students' literacy skills. A lesson plan was implemented to teach literacy skills when working with a mentor teacher in a classroom with students of different backgrounds and abilities. The lesson plan assessed four students' understanding of silent /e/ and CVCe. Three students, Sasha, James, and Nia, demonstrated their understanding, while Glenn struggled with the concept. Additional interventions were put in place to help Glenn develop these skills. Two interventions were devised to aid Glenn effectively. The first intervention is a classroom activity where Glenn searches for CVC words with a silent /e/. For each word correctly read, he will be rewarded with one minute of choice time. The second intervention is an at-home practice activity where Glenn is provided with magnetic alphabet letters and CVC/CVCe cards to continue developing his skills. His parents will help him practice reading the CVC word card aloud, having him search for the correct letters to spell the word, saying each letter's sound, and blending them to make the word. Glenn will then add a silent /e/ to the word and try to say it. The language chosen for the text is simple and familiar. The text is direct and concise, with a logical flow. The information is organized so that the most important information is mentioned first.

Clinical Field Experience B: Learning Differences Part 2: Reflection When crafting text in Plain English, it's essential to consider the intended audience. Different audiences have different needs, and the text should be written accordingly. The most important information should be presented first, and sentences should be kept short and to the point, avoiding unnecessary details. The vocabulary should be simple and familiar to ensure clarity, avoiding jargon, acronyms, and legal language. Using verbs should be favored over nouns, and the active voice should be used to increase understanding. In the context of a literacy skills lesson plan, collaborating with a mentor teacher in an inclusive classroom setting provided valuable insights. The lesson plan delivery was challenging, as it required learning each student's strengths and weaknesses and ensuring that appropriate modifications and accommodations were made for each student. While the delivery to the group of students went well, some assignments required one-on-one help, leaving others with little to do. Most students could grasp concepts during informal assessments through informational videos and teacher-led inquiries. However, students with ADHD require extra sensory time for movement. Collaborating with my mentor teacher to develop interventions for a particular student provided valuable experience, as this was different from a typical practice for the teacher. The reasons for this were explained, including some students' lack of family support and language barriers. Overall, the experience highlighted the importance of tailoring lesson plans to meet the needs of each student and ensuring clear communication with families about intervention strategies.

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Clinical Field Experience B: Learning Differences We developed two interventions to help Glenn learn his silent /e/ and CVCe words. The first intervention was interactive and supportive of Glenn's ADHD need to move around the classroom while learning. We had him search for hidden CVCe words that matched the CVC words in his CVC word list. This helped Glenn actively engage in the lesson and complete his assignments while still being able to move around the classroom. Despite informal and summative assessments showing that Glenn was still struggling with the concept of CVCe and silent /e/, we felt that a more hands-on and interactive approach to learning would be more beneficial. The second intervention was developed to continue the school-based intervention. Glenn's parents randomly placed magnetic alphabet letters on the fridge or around the house for him to have a more hands-on approach to spelling and forming words. We expect these interventions to meet Glenn's needs by providing him with a more interactive approach to learning his CVC/CVCe words. This encourages him to explore his environment while learning, which supports his ADHD need to move around and keeps him engaged. This field experience has taught me how to effectively craft and execute lesson plans and provide appropriate accommodations and modifications to help students with exceptionalities succeed in an inclusive setting. It is crucial to incorporate a hands-on approach to learning in future lesson plans for students who are more visual learners.

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