Evidence:
In my second CT Observation, I created a synonym/antonym review game where students had to compose a synonym or antonym when given a vocabulary word. For this game, I created 3 different sets of vocabulary words: 2nd-grade level, 4th-grade level, and 5th-grade level. Based on the partners in the classroom, I differentiated who needed what-level words in order to be successful throughout the lesson. I also provided translated vocabulary words to ensure the ELLs were able to complete the lesson successfully.
I made sure to have a backup example layout on the board. If any students needed scaffolding, I was prepared to play the game with them at the front of the room where we would break it down step by step until they were able to break off into their own groups again.
I made sure to have a backup example layout on the board. If any students needed scaffolding, I was prepared to play the game with them at the front of the room where we would break it down step by step until they were able to break off into their own groups again.
In my Math III class this semester, we focused on differentiation for all students. I conducted research on students with special needs and the best ways to differentiate instruction for them. One of the things I found was that it is helpful to create a checklist for these students. In a different assignment in Math III, I used this research to differentiate a lesson that was already created and I created a checklist for the exit ticket in the lesson. In doing this, I am learning on how to differentiate for my future students who may have learning disabilities.
IMPACT ON STUDENT LEARNING:
supervisor_observation_lp_2.pdf | |
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