Practicum observation reflection -special education Essay

This lesson is active teaching winter to students with horrific redundant needs. We talk about winter all the time with our students, especially when it snows or is very ho-hum or very cold outside. I think winter is a common topic in our passing(a) conversation, often used to break the ice with co-workers, classmates or even strangers. Whats more, its distinguished to understand what weather reporters or other people are talking about when you need to define what to wear. therefore, I assumed that incorporating a winter lesson into a class for students with special needs is a costly idea. Weather is an interesting topic toteach- I need to consider my students prior knowledge and their study level, thither are many simple, engaging and effective ways in which I can teach my special education students about the weather. A student misconception is the students will think snow comes from the clouds sweating. I designed this lesson to put up a systemic introduction to winter. I focused on relating students prior experience and knowledge from daily lives with the story- a snowy day with new vocabulary. In the following group activity, students experienced the winter by using their senses (sight, hearing, smell and touch).Tailored to severe needs students, the explanation of the why winter comes and goes will be touched upon briefly but the students will not be expected to fully understand this concept. The instructor will be more concerned with the students understand of how winter affect us. One thing that I hope the students would get out of my lesson is with prompting and support, denounce connections between a story or metrical composition and ones induce experiences. Students can learn winter vocabulary (New words Snowsuit, footprints, stick, plop, angel, slid, snowball, thought, melted), and to know about a weather-snowexperience.I feel the activity make your footprints was successful because all of the students were engaged and participating. S tudents enjoyed working with the sponges and creating their own footprints. Since there was a minimal amount of information involved during this activity, students were able to grasp it more. The biggest challenge is how to make the teaching more effective to students with more difficult behaviors. Since Autism is a spectrum disorder, which means that there is a childlike degree of variation in the way it affects the students.Theircommunication level and learning patterns varies from each other as well. Some are always low motivated and some are quite sensitive (out of control). I was wondering how much information they leave received and how much they have perceived? How to let these students to a fault have the sense of participation? In some choice making sections, I dont know how long I should wait for their responses, or how many times I should repeat the question. There are several things that I would change if I taught this lesson again. I would like to make some accommodat ions for several(a) learners.For example pictures forESL students, differentiated center for different learning styles, give enough time for students to respond and precaution/emergency concerns in class. In addition, I would develop more steps in assessment part. such(prenominal) as pre-assessment before the lesson, formative assessment, and summative assessment at the end of the lesson to check their final learning outcomes. I felt that there were good things about this lesson as well as things that I could have improved upon. Over all, students seemed to enjoy the lesson. I think I met my learning objectives according to the class reception and feedback.