Clinical Field Experience reflection completed PDF

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Clinical feild experience reflection for ELM-210. I recieve an A on the assignemnet...

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Jeffrey Blackwood ELM-210 Professor Killingsworth Jan. 26, 2022

Clinical Field Experience I was able to be paired with a mentor within the school I work at currently. The mentor I had was Robin Breitenbach, who was a sixth grade English language arts teacher. The teacher’s preplanning process was pretty simple. She collected data from previous state MAP scores to determine where to start teaching in the new unit, which was on point-of-view. She built her lessons off of the state standards then adapted the lesson plans to fit the needs of the students on the class. The class I was able to be a part of was an ATLAS (honors) class. Some strategies the teacher uses to establish curricular goals is gathering the students’ individual plans together to set goals that the whole class can achieve. The students are shown the standard or standards every morning that they are covering for that day. The teacher uses Schoology which is an online classroom where she keeps the daily power up and review on as well as post the same slide that she uses to show the schedule, standard, and essential questions for the day. Something I enjoyed while observing and conversating with the teacher was that she used to teach social studies. The novel that the class was starting ,“A Long Walk to Water”, was based on the war that was happening in South Sudan in 1985. The teacher connected what they were studying in social studies to the novel. The class also did a pre-reading worksheet about the novel. This work sheet allowed them to study and research about the South Sudan tribes, the water crisis, and the lost boys. This prepared the students to gain knowledge about the basics of why Sudan was in war and what the tribes represented in the novel. Assessments the teacher used prior to starting the unit and novel involved a pre-reading investigations worksheet. On this worksheet students read short articles and a summary statement then completed a short answer question. The students created a Venn diagram with 4 differences and 3 likenesses about the Dinka and Nuer tribes mentioned in the novel. Then to end the worksheet they read a scenario and wrote an explanation for it. During the reading of the novel the students used Cornell notes to find quotes about the two main characters in the novel. The students quoted sentences and listed traits for each character. The students also wrote their own summaries about the two chapters and quotes on the bottom of the paper. Assessments used after the lesson took place the next day. Students had a ten-question quiz to review what was read the previous day in class. The teacher used the state MAP scores as a summative assessment for instructional planning. Using this state test and scores helped the teacher know what her students would struggle with prior to starting the new unit. The teacher would observe and use quizzes within the classroom as formative assessments. The mentor teacher used small groups to help the different learning needs for her students. She would work in small groups once or twice a week to help improve the needs of her students. Factors that were taken into consideration were the state MAP scores. The class I observed was an honors class however some students were slightly under the standard MAP score in certain

areas. The teacher used this information to form small groups with students that struggle in the same specific areas. Along with small groups each students uses IXL learning for extra practice at skills. Each student has a skill plan built to their specific needs. In this plan students can improve on the struggle areas they may have learning and they increase the skills they are successful at. The students participated in different opportunities to show their acquired knowledge. The students worked on summary sheets and pulled quotes from the book to give evidence of their summary. Students also took an assessment to test the knowledge they gain from the standards that was taught throughout the week. The students also completed a utopia project and presented. Through grammar quizzes, projects, and worksheets the students were able to show their acquired knowledge through multiple means. The teacher did not assign home extension assignments. The reason for this is because her classes are double blocked, and students are able to complete the majority of their work in class. If students do not finish, then their left over work is assigned to them as homework....