Instruction :
Group 2 will be posting their videos or links to their videos along with a description of their case study child and a modified lesson plan this week. All candidates must comment a minimum of twice on a minimum of 2 different days on these projects – focus on deepening the conversation by asking a question, for clarification, or reflecting on your experience as it relates to the topic. Bring your textbook reading into the discussion.
Please write feedbackon my behalf, and please use only good words . (WATCH VIDEO)
https://www.youtube.com/watch?v=qwGwxjLpSTk
THIS IS EXAMPLE FEEDBACK TO MY CLASSMATES
I really love the book There’s Only One You by Kathryn Heling and Deborah Hem brook that you read to your student. In your video, you decided to discuss the cover of the book before you read to your class. This is a great idea because you are allowing students to generate interest and provide valuable information before starting. The cover of the book can display students’ visual clues on the characters, setting, and the story which can spark their curiosity. This can set the tone and engagement before students experience the actual story. As you stated, throughout the book you will ask questions and build on their knowledge.
A suggestion I would make is, having a list of questions prepared for the read aloud. This is an excellent strategy to promote comprehension and motivation among your students. It is essential for students to be encouraged to progress in their cognitive ability (Cook et al., 2020). This will lead students to use critical thinking skills and evaluating the important parts of the story. Students can also make connections on what they know in the story (Staff, 2019). Students can ask teachers questions if needed making the discussion engaging. As you stated, you will use body movements and different voices. When reading a book to young readers, changing one’s voice tone to reflect emotions and various characters can enhance student’s auditory senses. Implementing body movements and gestures can help students visualize the events in the story. This can fascinate one’s attention.
You mentioned that Milan has difficulty concentration due to his asthma triggers. I enjoyed looking and reading on how you can accommodate Milan’s struggles. By implementing various materials like visual aids, you are providing him additional context and can support his comprehension skills. As you have stated, you will provide vocabulary flash cards for your English Language Learners and students with IEPs. This is a great accommodation for students to make connections with their prior knowledge or learn unfamiliar words. Modeling a skill or activity is an instructional strategy that will increase their learning. It is highly recommended to show the process and demonstrate the activity, which is great that you did in your lesson. Providing explicit directions is needed for some learners to practice and further their cognitive development (Cook et al., 2020). This is recommended for Milan who may need tasks to be broken down to manageable parts. Milan will need clear and concise expectations, so he will not feel overwhelmed.
You can teach Milan strategies to regulate his emotions during challenging tasks. It can include staying calm, taking a break, discussing positive strategies, and breathing exercises. How is Milan’s social-emotional development? Does he work well with his peers? I believe in making personal connections with my students and helping them direct towards positive social interactions. In my classroom, I have included a ‘Cozy Corner” center where one student is allowed. This is for students who want to relax and feel overwhelmed in the classroom. This center has a small cushion chair, a yoga book, calming sensory tools, and books. You did a fantastic job in fostering a supportive learning environment for Milan and your students.
References
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
Staff, T. (2019). Questions Before, During, and After Reading. Teacher Vision. https://www.teachervision.com/reading-comprehension/questions-during-after-reading
