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Being a teacher reflection
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Teacher reflection and development
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Description of the Artifact:
Artifact 1: Artifact 1, under Tab C: Curricular Content Knowledge, the Instructional Plan Module, completed during ELSE 6193 Laboratory Experience was completed. For the Instructional Module, candidates were to create and teach two lesson plans for both elementary and secondary instructional settings. The lessons plans were to address one or more of the goals and objectives that were written in each student’s Individual Education Program (IEP). The candidates were to describe in detail the adaptations and modification that were needed for the target students to be able to fully participate in each lesson. Additionally, each lesson plan was to incorporate some type of technology.
Artifact 2: For Artifact 2, under Tab C: Curricular Content Knowledge, the Unit Plan from ELSE 6053 Educational Procedures for Mild to Moderate Disabilities was completed. The instructions for the unit was to create a five consecutive lesson plans for a certain academic subject. The lesson plan included the lesson title, objective, and grade targeted for the lesson. The lesson plan also include the common core standards meet during lesson, materials, teaching procedures, and adaptations and modifications. The unit lesson plans also included a reflection reviewing the reason why the lessons were chosen, prior knowledge of students, and linkages to information gathered from the textbook assigned to the course.
Artifact 3: The Subject Specific Plans Project is the item completed for Artifact 3, under Tab C: Curricular Content Knowledge. The Subject Specific Plans were created in the course ELSE 6153 Contemporary Issue in Special Education, and included lesson plans for math, reading, and writing. Each lesson plan included subj...
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... strength in creating the lesson plans for each subject was utilizing lesson plans that I currently use in my Kindergarten classroom. My weaknesses in writing the lesson plans was analyzing the lesson plans and describing the teaching methods utilized, and identifying the type of assessment, either formative or summative, for each lesson. I feel these were weaknesses because these were areas of the lessons that I had to be a little more reflective over to determine the teaching methods being used, and how I was assessing the students during the lesson. However, I feel that this weakness is actually another strength that was developed after completing the assignment. As an educator, becoming more cognizant
of the teaching methods I am utilizing, as well as, how I am assessing the students is beneficial to not only all my students, but professionally as well.
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
The picture I choose for my personal artifact assignment is a picture of my old HALO-3 helmet based of the video game HALO which is a sci-fi & military science fiction first-person shooter video game. The game deals with inter- galactic warfare which also involves fictional characters to travel around in space, explore new discoveries and findings in planets. The reason why I choose this helmet as my artifact is that it relates to our coarse earth and space a lot as it merely almost looks like a future of what could be of a astronauts helmet and through the game and in the course they also show resemblance of how life is in space, different theories and the game also sheds some light on how the future of space travel may be in the years yet
One strength I had was the organization of the essay. My sentences I wrote were not all over the place each paragraph talks about one topic. One weakness I had with writing this essay was my writing style. I noticed that in this essay my writing style was a bit choppy. I should have read my essay out loud to see if it had a good flow between my ideas.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. “Thirty-five Years of Progress in Educating Children With Disabilities Through IDEA”. Washington, D.C., 2010.
Not many people who are not already involved with special education understand what exactly a student in a special education program does. Most people assume special education is for only the worst cases, such as autism or Down syndrome or that the students are completely different from any other student. However, this assumption is not the case. These assumptions only show some of the stigma against special education. Special education is the term used to “describe specially designed instruction that meets the unique needs of a child who has a disability,” (Hancock). As predetermined by the Individuals with Disabilities Education Act (IDEA), one qualifies for special education if they meet one or more of the thirteen disabilities included in the act. These disabilities include, but are not limited to, autism, hearing impairment, specific learning disability, visual impairment, and emotional disturbance. The IDEA act requires the public schools to provide a “free appropriate education”, or FAPE, to those who qualify. An example of a free appropriate program is “modifications in the educational program, such as curriculum and teaching methods,” (Hancock).
"INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT OF 2004 (IDEIA), PL 108-446." Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals. N.p.: Wiley, 2007.Credo Reference. 19 Jan. 2010. Web. 12 May 2014. .
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
My artifact is a picture of me when I was interviewed by a local news station. This is a significant moment for me because it really changed my perspective of the world. Seeing myself on television made me realize how powerful my voice could be and that I could help my community in more ways than I thought. This experience taught me numerous lessons about community involvement and public speaking. I had never been interviewed before and had always wondered what it was like. This exposure is preparing me for job and scholarship interviews. I felt a sense of pride for my accomplishments done and being to see myself projected to the public. The greatest reward of all of it was talking to my community members after the fact. I met some really interesting
To begin, I am going to write about my weaknesses and how they transitioned into strengths. First, I remember after each assignment in class was introduced I
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
...ed student engagement and academic achievement in my classroom. I know that I am a better teacher, mentor, and role model because of these experiences.
Mindsets of staff, teachers, and parents must be willing to try inclusive models. Administrative support is largely helpful when transitioning to these models (Idol, 2006). Cooperation between teachers, schools, and districts can make this process easier because it streamlines the process and standardizes practices across multiple settings (Houtveen & Van de Grift, 2001). Early interventions, whether targeted skills practice or behavioral interventions, also help educators make early advances with students which lessens the burden on special education in later years (Houtveen & Van de Grift, 2001). Finally, creating a universal design can help all student succeed and will help intervene early for students with unidentified learning disabilities (Idol, 2006).
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...