Teaching Video: https://youtu.be/po2YTbnPGho
Video Observation Form: https://drive.google.com/file/d/1izDjFtLbvFPGB5QSTbfaOavy8bixo9Sw/view?usp=sharing
Final Evaluation: https://drive.google.com/file/d/11nSQw5DqOa-ZABPnt1bYHBR99FxoysMO/view?usp=sharing
Wednesday, May 6, 2020
Friday, April 24, 2020
Project 3: Assessment
AssessmentAnalysis: https://drive.google.com/file/d/1rFHGrK8juCePBrQXkE3YNWGCYfrubYdI/view?usp=sharing
TAPS test: https://drive.google.com/file/d/1Ea1bYp72byooMCtY3XvuITwpKRMDBl10/view?usp=sharing
Assessments currently used in my district: https://drive.google.com/file/d/1RD19vgDpDXLTPoAW8WRfQWiJwnIYQPgB/view?usp=sharing
TAPS test: https://drive.google.com/file/d/1Ea1bYp72byooMCtY3XvuITwpKRMDBl10/view?usp=sharing
Assessments currently used in my district: https://drive.google.com/file/d/1RD19vgDpDXLTPoAW8WRfQWiJwnIYQPgB/view?usp=sharing
Thursday, April 9, 2020
Project 2
*EDITED* IEP report link: https://drive.google.com/file/d/1G1e3r-UiUttildBaMPRSc25lCR-MHJs7/view?usp=sharing
*EDITED* Eligibility checklist: https://drive.google.com/file/d/1lBg7euWIEkztHZ9LN1TplL7cAkv6QMLG/view?usp=sharing
Included in the IEP report:
*EDITED* Eligibility checklist: https://drive.google.com/file/d/1lBg7euWIEkztHZ9LN1TplL7cAkv6QMLG/view?usp=sharing
Included in the IEP report:
- One academic IEP goal with two benchmarks
- Eligibility checklist criteria worksheet for DHH
- Special factors worksheet for DHH
Monday, March 9, 2020
Video Observation 1 Reflection
What did students learn/not learn? How do you know?
My student learned communication repair strategies for times when he did not hear what his teacher or peers said. I know he learned these because I conducted an assessment in my lesson where I gave him different scenarios where a student didn't hear, and then he selected the correct response, such as, "can you say that again?" This doesn't tell me whether or not he learned to use these in real life situations, but I think it was good to start talking about these communication repair strategies during our time together. He is very young (Kindergarten) so he is still learning to recognize when he didn't hear or understand what another person said. I think it will take a lot more time before he starts to use these strategies on his own.
What specifically will be your focus for your next instructional lesson that will help student learn (focus on the following: instructional supports, teaching strategies, interaction and feedback, student performance)
I don't have this student anymore because my long-term substitute position ended, but if I were to continue working with him, I would review the strategies that we learned in this lesson and have him practice with me. In that school, we would sometimes do "group DHH time" where we would teach self-advocacy lessons to a small group of DHH students. I could plan a game to allow him to practice these strategies with other students in a small group. I would also want to talk to his regular education teacher, and let her know what we talked about so she can encourage and prompt him to recognize when he didn't hear something, and to ask for the comment or information to be repeated. I would stay in close contact with her, and maybe schedule some observations. Another idea would be to play games or do activities with him and his peers in the classroom so I could guide him through communication repair in various situations as needed. This push-in time would need to be added in his IEP.
What specific competencies do you need to work on?
I need to work on assessments and connecting my lessons to classroom situations. I think this lesson worked for an initial introduction of these skills, but they don't mean anything unless I continue to follow up and help him use these strategies in the classroom. I am still learning how to teach self-advocacy as a DHH teacher. I know it involves a lot of collaboration and communication with the regular education teacher and rapport with the student so he/she feels safe with me.
What are you drawing from your coursework, professional development and resources to your instruction?
I haven't had a lot of instruction on how to teach self-advocacy lessons to DHH students, so this was quite new for me. I used a resource that I found on Teachers Pay Teachers for the booklet and the scenario game. This resource helped me create a lesson that was engaging and purposeful. It fit my objectives from Project 1 perfectly! I did create the reference cards myself with the different communication repair responses and drew pictures to go with it. I did this because I know how important visuals are for DHH students and kindergarten students in general. I already knew that this student is a good reader so I felt confident asking him to read them back to me. I am eager to learn more about how to teach self-advocacy and what resources and professional development opportunities are out there.
My student learned communication repair strategies for times when he did not hear what his teacher or peers said. I know he learned these because I conducted an assessment in my lesson where I gave him different scenarios where a student didn't hear, and then he selected the correct response, such as, "can you say that again?" This doesn't tell me whether or not he learned to use these in real life situations, but I think it was good to start talking about these communication repair strategies during our time together. He is very young (Kindergarten) so he is still learning to recognize when he didn't hear or understand what another person said. I think it will take a lot more time before he starts to use these strategies on his own.
What specifically will be your focus for your next instructional lesson that will help student learn (focus on the following: instructional supports, teaching strategies, interaction and feedback, student performance)
I don't have this student anymore because my long-term substitute position ended, but if I were to continue working with him, I would review the strategies that we learned in this lesson and have him practice with me. In that school, we would sometimes do "group DHH time" where we would teach self-advocacy lessons to a small group of DHH students. I could plan a game to allow him to practice these strategies with other students in a small group. I would also want to talk to his regular education teacher, and let her know what we talked about so she can encourage and prompt him to recognize when he didn't hear something, and to ask for the comment or information to be repeated. I would stay in close contact with her, and maybe schedule some observations. Another idea would be to play games or do activities with him and his peers in the classroom so I could guide him through communication repair in various situations as needed. This push-in time would need to be added in his IEP.
What specific competencies do you need to work on?
I need to work on assessments and connecting my lessons to classroom situations. I think this lesson worked for an initial introduction of these skills, but they don't mean anything unless I continue to follow up and help him use these strategies in the classroom. I am still learning how to teach self-advocacy as a DHH teacher. I know it involves a lot of collaboration and communication with the regular education teacher and rapport with the student so he/she feels safe with me.
What are you drawing from your coursework, professional development and resources to your instruction?
I haven't had a lot of instruction on how to teach self-advocacy lessons to DHH students, so this was quite new for me. I used a resource that I found on Teachers Pay Teachers for the booklet and the scenario game. This resource helped me create a lesson that was engaging and purposeful. It fit my objectives from Project 1 perfectly! I did create the reference cards myself with the different communication repair responses and drew pictures to go with it. I did this because I know how important visuals are for DHH students and kindergarten students in general. I already knew that this student is a good reader so I felt confident asking him to read them back to me. I am eager to learn more about how to teach self-advocacy and what resources and professional development opportunities are out there.
Monday, February 24, 2020
Project 1 and Video Observation
Project 1: https://docs.google.com/document/d/1h1N_MCCbgtszR0m-DI1aU_bgbnAgsJXa8W7TArv7YTA/edit?usp=sharing
Lesson Plan: https://drive.google.com/file/d/1J8whs_e5QpVnszbHpYE-cvVxsjQyXgAC/view?usp=sharing
Video: https://www.youtube.com/watch?v=T7nYsqo-Vb4&feature=youtu.be
Video Observation and Feedback Form: https://drive.google.com/file/d/1cH_AGWjeAJnXOHWwhZWAGKUoVVxBXXUk/view?usp=sharing
Lesson Plan: https://drive.google.com/file/d/1J8whs_e5QpVnszbHpYE-cvVxsjQyXgAC/view?usp=sharing
Video: https://www.youtube.com/watch?v=T7nYsqo-Vb4&feature=youtu.be
Video Observation and Feedback Form: https://drive.google.com/file/d/1cH_AGWjeAJnXOHWwhZWAGKUoVVxBXXUk/view?usp=sharing
Monday, February 3, 2020
Assessment & Monitoring Spring 2020
Here is the link to my google drive assessment & monitoring system.
https://drive.google.com/open?id=1vpPL-FQcDiIGnPA4mBsIB78jYRGMNKcH
https://drive.google.com/open?id=1vpPL-FQcDiIGnPA4mBsIB78jYRGMNKcH
Sunday, November 10, 2019
Journal Posting #5: Assessment
Instruction/Assessment--how does assessment drive your instruction? How did you assess/gauge student understanding throughout the lesson to ensure success? What could you do differently in the future?
Lesson plan:
https://drive.google.com/file/d/13YfW-udVecko0mphrYIZ0I5w11AwySCh/view?usp=sharing
Lesson plan:
https://drive.google.com/file/d/13YfW-udVecko0mphrYIZ0I5w11AwySCh/view?usp=sharing
Subscribe to:
Posts (Atom)