Elm 200-Benchmark - Benchmark assignment PDF

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Name: Sonia Landry Course: ELM 200 Date: 2/2/2020 Instructor: Nancy Winship

Strategies for all Students Part 1: Developing Strategies (To get a 5 on the rubric, you should provide research and support to each of the scenarios.) Scenario 1 Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot. Student A Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanishspeaking, but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups. How will you address Randi's needs for her to complete this lesson successfully?

Learning Theory: Zone of Proximal Development: The teacher will demonstrate what needs to be done so that the student can complete the task effectively (Ormrod & Jones, 2018). Developmentally appropriate instruction strategy: Using picture cards to tell a story can be used to help students. The teacher can show the student how to use symbols to represent things. For example: The teacher can draw a stick person, this will represent a person. The goal for the exercise can be for the student to get 8 out of 10 correct.

Modification Plan: Small group interaction will help. Students will match themes with the

picture cards they have. Peers in the small group can help her match the cards to the theme. English speaking students can also help her with understanding English better. The teacher can also work one on one with the student with picture cards and reading practice.

Accommodation strategies: Visual aids can be used to help accommodate the student. Reading the assessment to the child and giving them more time to complete the task will also be helpful in the assessment. The student can also be granted time to take the assessment more than one day. The child may be struggling and need more time so time will be given to the child. The student will be offered breaks in between the testing time period as needed.

Student B Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show. How will you ignite Carl’s motivation so that he is successful during the lesson? Learning Theory: Behaviorism will help to modify and reinforce positive behavior in the child. Developmentally appropriate instruction strategy: I would allow Carl to incorporate what he loves to do in the lesson. Drawing is something he loves to do so I would incorporate lessons that encourages him to show off his drawing talent to the class. I would have him draw characters to show a solid story with a plot, and a setting. I would grant him the opportunity to be as creative as he would like to be but not veer away from the instructions given for the lesson. He can then explain what he has drawn to the class.

Modification Plan: When dealing with behaviors, choices has always proven to be a good way of positive behavior outcomes. Giving Carl choices will help him choose to do more positive things. The choices will invoke his creativity and keep him indulged in his work For example, he can choose to work on a project by himself where he can focus on what he is doing or he can choose to work in a group setting where he can get input from his peers and share his ideas and thought with others.

Accommodation strategies: Allowing Carl to share his work with the class will help him be positive in front of his peers. He can start by explaining his drawings to the class, this will allow him to get some attention from his peers and get recognition for the work he has done. This will be a very positive reinforcement for Carl. He will be afforded the opportunity to show off his work to the class once his work is completed.

Scenario 2 Mr. Baker, a sixth grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems. Student A Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson?

Learning Theory: Experientialism theory will help the student with new ideas and new experiences.

Developmentally appropriate instruction strategy: I would give Jimmy more challenging task that will invoke his thought processes and cause him to use his higher-level thinking skills for the projects assigned. Giving him challenging task will keep him engaged longer in what he is doing. He can also help other students out with their work if time permits him to do this. Placing him in groups with children who are having challenges will help him be the leader in the group and help him assist others who are struggling with their work.

Modification Plan: I would allow Jimmy to create things where he would have to explain his assignments to the class. He could create a poster board or do a Power Point presentation for the class and engage the other students in the presentation. I would allow him to show the students how he was able to create the poster board and show them how a Power Point presentation is created. The more engaged Jimmy is in the class the less bored he will become. Keeping him busy with things that interest him is the task at hand. Accommodation strategies: I would give Jimmy tests with bonus math problem to solve for extra credit. These math problems will cause him to use his thinking skills more. After the test, I would allow him to show the class how he answered the challenging questions on the test. I would also allow him extra time to tutor some of the students who are struggling in math. Student B Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math, and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist her with specific goals related to math performance. One of Barbara’s goals is to utilize assistive technology to assist her in communicating and writing mathematical problems. She has recently been mainstreamed into your classroom and you have an upcoming math

assessment. How will you address Barbara’s needs for her to complete the assessment? Learning Theory: Scaffolding will help to bridge her learning gap. Developmentally appropriate instruction strategy: Technology has always been helpful to reach students who have difficulty learning. Using technology to assist her with her reading will be beneficial to her. I would allow her to use programs that will read the test to her. This will help her communicate effectively and help her understand the test and what is required from her on the test. Modification Plan: Technology will help to facilitate the child. She can use programs like talk and type. This program will help with her communication and help her with her writing and comprehension skills. Allowing other students to help the child will also help with her peer to peer interactions.

Accommodation strategies: Assistive technology with the test will help her meet her instructional goals. The test can be given to her a little at a time and over a course of a few days if needed.

Part 2: Reflection (Please answer each question in a separate paragraph and add research. In addition, please double space your writing.) In 250-500 words, write a reflection that addresses the following:  

The importance of understanding cognitive, linguistic, social-emotional, and physical development of children when designing and modifying instruction. The steps you can take to ensure you are creating developmentally appropriate instruction that takes into account individual students’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation.

Cognitive, linguistic, social-emotional and physical development should be implemented into lesson plans for students. The instructions need to be catered to each student so that their needs are addressed. It is important that the lesson is on each student’s learning level but still challenging for the student. Making sure the lesson is challenging will help to improve the

student’s cognitive skills. Linguistics is important to lesson plans. Students are reached through language and the language needs to be expressed and comprehended.. “It is critical that teachers focus explicitly on how language and content work together to construct disciplinary ways of knowing, doing, and communicating” (Siffrinn & Lew 2018 as cited in Schleppegrell, 2004). Social-emotional and physical development helps with peer to peer interactions and helps children socialize effectively. Student’s fine motor skills should be taken into consideration when making lesson plans. These skills need to be accommodated as well. Small groups usually help to meet the needs of students. Small groups are more intimate, and you can reach student’s needs better. Small groups call for more teacher interaction and teachers connect more with the students this way. Visual, auditory, kinesthetic and tactile called VKAT is a great learning strategy to use with students. This strategy can reach students that may fall through the cracks because they have special needs and those needs are not addressed. All children learn through their senses. Hands on activities are awesome activities to use to help children learn effectively.

There should be three scholarly references to support your benchmark. References Siffrinn, N. E., & Lew, S. (2018). Building Disciplinary Language and Literacy in Elementary Teacher Training. Reading Teacher, 72(3), 325–341. https://doiorg.lopes.idm.oclc.org/10.1002/trtr.1723 Ormrod, J. E. & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). Upper Saddle River, NJ: Pearson....