SPE 226 Week 6 Assignment Benchmark- Teaching for Exceptionalities
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SPE 226 Week 6 Assignment Benchmark- Teaching for
Exceptionalities
Details:
General Practicum
information:
Students’ practicum experiences
should follow the practicum experience requirements, including the diversity
and hour requirements for this course.
Benchmark Assessment:
Contact a school,
identify yourself as a GCU student, and request an opportunity to observe and
participate in two different educational settings/grade levels that serve
students with mild to moderate disabilities. Legally, you may not ask what the
student’s disability is and you may not look at the IEP without parental
permission. Of the total 15 hours required schedule to spend a minimum of 5
hours with the student during this practicum experience in one of the
educational settings.
Spend a total of 15
hours, approximately 7.5 hours in two different grade levels. Each setting
needs to serve students with mild to moderate disabilities.
During your initial
observations of the student, take note of which modalities are strongest for
the student (auditory, visual, kinesthetic, etc.). Also, note the curricular
areas in which the student exhibits strengths and weaknesses.
Obtain a lesson plan
that has been written by the teacher in a curricular area that is a challenge
for the student (math, writing, reading, science, etc.). Make a copy of this
lesson to submit with the Benchmark Assessment. Review the learning objective,
activity/assignment description, and assessment (where applicable).
Write an
Accommodation/Lesson Plan based on your observations and inclusive of the
following. Ensure that you review the plan with the mentor teacher(s).
·
A brief description of
the targeted student with a disability: (a) Age and grade level of student, (b)
Areas of academic strengths/weaknesses, (c) Student’s preferred modalities of
learning.
·
A learning objective
that would be more appropriate for the targeted student with disabilities.
·
An activity/assignment
that would match this objective and would be appropriate for the student based
on his or her cognitive level.
·
An assessment for this
activity that would be appropriate for the targeted student; consider and describe
technologies and other instructional supports that would enhance the learning
for this student.
Implement the modified
lesson with the targeted student. Seek the mentor teacher’s feedback on your
teaching.
Write a 1000-1250-word
Reflective Analysis.
Consider the
following. Ensure your responses are inherent in the essay, not simply short
answers to these questions:
1.
Which accommodations
and modifications were successful?
2.
If you taught this
lesson again, would you do it the same/different? Explain.
3.
What other
accommodations/modifications might the student’s regular education classroom
teacher make?
4.
What other
accommodations/modifications might the student’s special education classroom
teacher make?
5.
What other
accommodations/modifications might related service specialists make (where
applicable)?
Prepare this
assignment according to the guidelines found in the GCU Style Guide, located in
the Student Success Center.
Ask the classroom
teacher to complete the Classroom Teacher Evaluation Form. Include it, the
classroom teacher’s lesson plan, your Accommodation/Lesson Plan, and your
Reflective Analysis as the Benchmark Assessment submission to the instructor.
Submit your benchmark
assignment and Field Experience activity log to Taskstream. Directions for submitting
to Taskstream can be found on the College of Education site in the Student
Success Center.
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