Lesson 10- Amanda N.

This week we learned more about the different team teaching styles demonstrated by both Brother Chirstopherson and Brother Cloward. We also learned about different tests/assessments ranging from informal to formal and how to accommodate for students when they take tests. The next day, we were split into groups to learn about different acronyms used in special ed. I went to the group whoever had laptops and we explored a website called IRIS. The other group used the textbook and we learned how to apply these things for when we become teachers.

Lesson 1 & 2 - Kassidy Norman

When I watched the Serbia videos I started to get sick to my stomach. I couldn't help but feel sorry for those adults and children who were in those institution that was supposed to help them but really it's making them worse. They kept saying they are put in this institution to die. They stay there until it is their time to pass and go to Heaven. It is awful to put someone in a place where it is supposed to help but ultimately it is making everything worse. We need to stand up for those who can't stand up for themselves. We are all children of God and we need to stand up for them and we need to treat everyone with respect no matter the disability.

Like it says the most important key for teaching is the Spirit. I will genuinely care about each one of my students and when they are struggling I will help them individually with what ever they are struggling with. This is the same thing with the ward and in the home. When someone is struggling they need someone to help them and care for them. Before we teach a lesson or plan a lesson we should pray for the Spirit to help us and to for the Spirit to teach for us.

Lesson 10 - Kassidy Norman

This week we got to see first hand, different team teaching styles that was showed to us by our professors. We were split up into two groups depending on who had a computer or not. Brother Clowards group used the textbook to look at the different acronyms and place them into the schooling age that would be appropriate. Brother Christopherson used the website IRIS to find these acronyms. It was interesting to be split up into smaller groups so our professors could help us more individually and was able to focus on us individually. We also talked about the different tests that are either formal or informal and how we can accommodate those tests fro someone with special needs. 

Lesson 9 - Amanda N.

For this week, we learned about differentiated instruction and the different types of co-teaching. We also had to create our own concept map on the things we learned from watching the videos and reading the assigned reading and textbook chapter. Then, we were split into groups and we had to provide our own activity to teach another group using differentiated instruction with a pre assessment, instruction, and post assessment. My group decided to teach how to use a white blank paper to fold into a fortune teller. We had the other group try to make one on their own and then we would split them into who needed help and who already knew how to do it correctly. The other group then taught us how to peel an orange without spilling the juice or making any mess. Learning about how to co-teach has helped me learn the different approaches to lesson planning when I become a teacher and I will definitely use these teaching styles.

Lesson 9 - Kassidy Norman

This week we highlighted differentiation and co-teaching. For the online preparation we were assigned to watch two videos about differentiation and create a concept map. This helped me a lot with visualizing and knowing what is being taught. We then compared our concept maps with our classmates which was helpful because we got to see what our classmates interpreted from the videos. For the application day we got into groups and chose something to teach another group and different co-teaching styles. My group chose to show two different ways to open a cutie orange; in one peel and by cutting the orange and opening in up. We did a pre-assessment by asking an individual to open a cutie, she peeled it. We then grouped together and came up with a way we were going to teach these individuals how to peel/cut an orange. We then taught them and did a post assessment which involved them doing it on their own. This was a great activity for me to learn how to teach something someone might not know and how to work with my group members.

Lesson 9 - Sarah Holgado

Our primary focus this week was differentiated instruction and co-teaching. On our preparation day, we were assigned to watch two videos and read chapter 9 in the text. We created a concept map of the information we read about and watched and then reviewed each others. On Monday, we were split into groups to determine what skill we would teach another group. We had to collaborate our ideas and devise a plan. We decided to teach the others how to peel/cut an orange in different ways. We conducted a pre-assessment by asking them to demonstrate how they normally peel an orange. Then we demonstrated the different ways and conducted a post-assessment by asking them to do it themselves. Through this activity, I learned how to work with the other members of my group and then how to teach the same concept to two separate groups.

Lesson 8- Amanda Noorda

This week, we learned about child abuse and the process of reporting it. Special Education is not only for students with disabilities but it is also for students with mental, emotional, social, or academic struggles. We also had to watch some videos about child abuse and the effects it had on children. Any child is at risk of being abused and it makes us realize that it can happen to anyone. The first step in the reporting process is for the special ed teacher to address initial concern to the school psychologist and share what they have seen such as a photo as proof of possible abuse. The psychologist should then address the principal and they need to report within 24 hours. It is important that the person reporting an abuse is a 1st person knowledge. After making the report, someone from the CFS will evaluate the situation and contact the child's family. In class, we also did a case study on a girl in 2nd grade named Hunny who has been a victim of child abuse. Her father forces her work out every morning, he refuses to let her be involved in after school programs, she does not hang around other girls in her class, and her teachers are concerned. We also learned that the first 1000 days of a child's life are very critical because it is during that time frame where a child should be cared and provided for.

Lesson 8 - Sarah Holgado

This week we discussed child abuse and how to properly report it. I learned that you can only report first-hand knowledge. I found it interesting that it is actually encouraged to take pictures of any visible abuse you may see. The first thing you should do when you suspect abuse is to bring it to the attention of the school psychologist and then if appropriate, inform the principal. After the psychologist and principal are informed, then the person who saw the abuse must make the official report to a state agency, such as the policy department or Child Protective Services. One thing that I didn't know is that child reporting laws rule over FERPA laws (i.e. privacy laws). That's an important thing that all teachers should understand because I'm sure teachers witness abuse very frequently but are afraid to report it. On Wednesday, we were given a case study to analyze and we discussed what we would do in that scenario. It was a good experience to discuss with my team members how we would address the specifics of the situation.

Lesson 8 - Kassidy Norman

This week we learned about abuse and the process a teacher needs to go through in order to report it correctly. The first thing you need to do in order to report is make sure your knowledge of the abuse is first hand. If the bruise is visual then you should take a picture of it. Then you talk to the school psychologist and principal. When you do that you will contact Child Protective Services to explain what happened. CPS will take it from their but it is our job as their teacher to show our love and support to them, that they know they can always come to us to talk if something is going on. Make your classroom a safe environment for them and all your students. On Wednesday we were able to get into our groups based on our majors. We read a case study and collaborated on what we as Special Education teachers would do in this situation. It was interesting to hear what my group had to say and how we would handle the situation.

Lesson 7- Amanda N.

1. How do you feel about your lesson delivery and why? Was it effective, why or why not For this week, my part of the group lesson was to briefly share a case study with the class and have the class suggest accommodations for the student with a severe learning disability. I think it was effective because the case study described the specific struggles the student has with a learning disability and why he is struggling. I also encouraged class participation and the class was involved.
2. What evidence do you have (while delivering your lesson) of effective student engagement? After reading the case study, I had the class talk in their groups about what accommodations should be made and then share with the class what they discussed. 
3. If you were to teach this lesson by yourself, not in a group, what would you change and why? I would want to start with the case study at the beginning of the lesson. It introduces the topic and gives the class an idea what the lesson is about.
4. What could have been an area of improvement in your teaching? Next time, I should ask students to bring their own textbook or bring handouts so it can be easier for them to follow along.
5. Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why? I'd give myself an 8 because I was prepared, but I could've done better by providing handouts.

Lesson 7 - Sarah Holgado

1. How do you feel about your lesson delivery and why? Was it effective, why or why not?

I think my group delivered a really great lesson because we all came together and split the work up into even parts. Yes I think it was effective because the class seemed to be involved and interested in what we had to say.

2. What evidence do you have (while delivering your lesson) of effective student engagement?

The class was involved in active participation as a whole and in their table's groups. They would make comments or ask questions. 

3. If you were to teach this lesson by yourself, not in a group, what would you change and why?

I think I would involve the class just a little bit more by asking more questions and printing out more handouts so everyone could follow along. 

4. What could have been an area of improvement in your teaching?

I think my group relied too much on the powerpoint for the information. Maybe we could have studied it a little better. 

5. Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why?

I would give my group a 10 because we pulled this together in a short amount of time and I think it came out nicely. I would also give myself a 10 because I actively contributed to my group and lesson. 

Lesson 7 - Kassidy Norman

1.       How do you feel about your lesson delivery and why? Was it effective, why or why not?

I thought my group did very well. We had all of the information about ADHD that was expected and we made a PowerPoint of this new information that we have gathered together. I believe it was effective because they seemed to be very engaged and there was a good amount of discussion and participation from the class.

2.       What evidence do you have (while delivering your lesson) of effective student engagement?

We asked them questions about if they know anyone who has ADHD and some positive and negative ways they have seen in the classroom how teachers interact with students with ADHD. We also had them discuss the case study in groups and we then discussed it as a class. 

3.       If you were to teach this lesson by yourself, not in a group, what would you change and why?

The only thing I think I would change would be to print out more handouts so that each person had one instead of two per table. I also wish we had more time so we could have shown the whole video stimulation so they could get a feel for how individuals with ADHD live life each day.

4.       What could have been an area of improvement in your teaching?

We could have learned a little more of our information instead of reading it odd the PowerPoint.

5.       Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why? 

      I would give my group a 10 because we all came together to do this project in a short amount of time and we did a great job on it. I would give myself a 10 because I was really engaged in the information that I chose to look up. I found all the information on teaching strategies and how we can use those strategies to help those students with ADHD. 

Lesson 6- Kassidy Norman

This week we talked a little bit about Autism and how they seem to focus on one thing and it's usually an object. It was interesting to make that connection because I was a nanny for a 7 year old boy who had Autism and he was so fixated on roller coasters. Whenever I was over he would always ask me about different roller coasters I liked and amusement parks I had been to. He would always want to watch this documentary on roller coasters but his mom would always discourage it if he didn't have something done. It was like an incentive or reward to him if he accomplished something or played with his friends rather than isolating himself he was able to talk about roller coasters for 30 minutes and then got to watch the documentary later that night.