Field placements
Field Placement 1
Settings: Grade 2 Integrated
Students' Exceptionalities: ASD (weak fine motor skills, different levels of expressive language), DD (Non-verbal)
EA's Roles: bus duty, teach subject material, recess duty, help with dressing
Settings: Grade 2 Integrated
Students' Exceptionalities: ASD (weak fine motor skills, different levels of expressive language), DD (Non-verbal)
EA's Roles: bus duty, teach subject material, recess duty, help with dressing
Field Placement 2
Settings: Grade 2 Integrated, Grade 6 Integrated
Students' Exceptionalities: ASD, Multiple Exceptionalities (frequent silent seizures, weak fine motor skills, LD, ankle braces), Down Syndrome (deficits in oral communication, coupled with ASD characteristics)
EA's Roles: bus duty, teach subject material, recess duty, produce worksheets/educational games
Settings: Grade 2 Integrated, Grade 6 Integrated
Students' Exceptionalities: ASD, Multiple Exceptionalities (frequent silent seizures, weak fine motor skills, LD, ankle braces), Down Syndrome (deficits in oral communication, coupled with ASD characteristics)
EA's Roles: bus duty, teach subject material, recess duty, produce worksheets/educational games
Field Placement 3
Settings: Grade 6-8 Self-contained Resource Room, ASD Room
Students' Exceptionalities: LD, ASD
EA's Roles: teach subject material in the resource room, assist students with learning in the ASD room, devise and conduct lesson plans for multiplication and Kurzweil 3000, visit Turner Fenton Secondary
Settings: Grade 6-8 Self-contained Resource Room, ASD Room
Students' Exceptionalities: LD, ASD
EA's Roles: teach subject material in the resource room, assist students with learning in the ASD room, devise and conduct lesson plans for multiplication and Kurzweil 3000, visit Turner Fenton Secondary
SMART Goal 1 Evidence
Kurzweil Lesson Plan - RAFT Activity
Students seemed confused about what to write. I needed to explain exactly what to do before they go ahead and do it. In terms of behaviour management, students should be made aware when off task (being disrespectful). The lesson had too much; teaching how to use the highlight feature would have been enough. RAFT activity was too challenging and time-consuming for students; It would have been better if they practiced on paper first.
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SMART Goal 2 Evidence
Strategy for Teaching Multiplication
The ISSP teacher commented that I did well except that I should be careful with the language I use on him saying that it is "easy" or "simple." It may not be so easy for him after all. I was complimented for giving him breaks or pauses since he looked fatigued.
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