Practicum observation reflection -special education Essay

This lesson is about teach winter to students with severe fussy needs. We talk about winter all(a) the time with our students, especially when it snows or is really windy or very cold outside. I stand for winter is a common topic in our daily conversation, often used to break the ice with co-workers, classmates or even strangers. Whats more, its important to understand what weather reporters or other people atomic number 18 talking about when you need to ensconce what to wear. Therefore, I assumed that incorporating a winter lesson into a class for students with special needs is a good idea. Weather is an interesting topic toteach- I need to consider my students prior companionship and their nabing level, there are many simple, engaging and rough-and-ready ways in which I bay window teach my special education students about the weather. A student misconception is the students bequeath think snow comes from the clouds sweating. I designed this lesson to give a systemic int roduction to winter. I focused on relating students prior experience and knowledge from daily lives with the yarn- a snowy day with new vocabulary. In the future(a) group activity, students experienced the winter by using their senses (sight, hearing, smell and touch). accommodate to severe needs students, the explanation of the why winter comes and goes will be touched upon briefly but the students will not be evaluate to fully understand this concept. The teacher will be more relate with the students understand of how winter affect us. One thing that I confide the students would get out of my lesson is with prompting and support, make connections between a story or poem and ones own 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. St udents enjoyed working(a) with the sponges and creating their own footprints. Since there was a minimal amount of information obscure 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 panoptic degree of variation in the way it affects the students.Theircommunication level and acquirement patterns varies from each other as well. Some are always abject motivated and almost are quite sensitive (out of control). I was enquire how much information they have received and how much they have sensed? How to let these students also have the sense of participation? In some choice making sections, I dont know how keen-sighted I should wait for their responses, or how many times I should fictionalize the question. There are several things that I would change if I taught this lesson again. I would like to ma ke some accommodations for diverse learners.For example pictures forESL students, differentiated spirit for different learning styles, give enough time for students to respond and preventive/emergency concerns in class. In addition, I would develop more move in assessment part. Such as pre-assessment before the lesson, formative assessment, and additive 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 reaction and feedback.