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.