Audio Transcript Auto-generated
- 00:01 - 00:05
Hey guys, this is my um week for discussion board
- 00:05 - 00:10
for um response to the instructional video that we watched
- 00:11 - 00:14
titled instructional strategies for inclusive practices.
- 00:15 - 00:18
So I noticed a lot of like um a couple
- 00:18 - 00:21
of different strategies that were discussed and a lot of
- 00:21 - 00:25
different practices that were definitely um shown that I was
- 00:25 - 00:27
able to observe through that Youtube video.
- 00:27 - 00:31
Um First, the main thing that we were learning or
- 00:31 - 00:35
that I got from the video was differentiated instruction and
- 00:36 - 00:39
what that is in plain and simple, like short definition
- 00:40 - 00:43
of it is doing whatever it takes for each of
- 00:43 - 00:47
your students to learn, um to differentiate and know that
- 00:48 - 00:54
just because your school bought illustrative math, but maybe that
- 00:54 - 00:56
math doesn't work for all of the Children in your
- 00:56 - 00:59
classroom and being aware of that and not only aware
- 00:59 - 01:01
of it about changing that.
- 01:01 - 01:02
What can you do?
- 01:02 - 01:04
Maybe a little bit more of a hands on technique.
- 01:04 - 01:09
I know that I added tape measures when I taught
- 01:10 - 01:15
volume and we measured different items in the classroom as
- 01:15 - 01:17
well as like outside a couple of things that we
- 01:17 - 01:18
could use.
- 01:18 - 01:21
Not only did that help them with volume, but also
- 01:21 - 01:26
help them with multiplying decimals and adding decimals and all
- 01:26 - 01:26
of that good stuff.
- 01:27 - 01:30
Um but knowing that not all of my kids are
- 01:30 - 01:35
going to learn, our lights are on timers here at
- 01:35 - 01:37
the school, um knowing that not all of the kids
- 01:37 - 01:40
are going to learn in the same exact context or
- 01:40 - 01:41
the same exact way.
- 01:42 - 01:44
Um the next thing that I would like to talk
- 01:44 - 01:49
about is the uh, individualizing instructions or having a project
- 01:50 - 01:55
for a student and different um learning um, ways that
- 01:56 - 01:56
other Children learn.
- 01:57 - 02:00
Individualizing, like I had said like realizing that not all
- 02:00 - 02:03
kids learn the way, but given that flat out option,
- 02:03 - 02:07
when you're giving us something like um weekly, you may
- 02:07 - 02:10
have like a language arts standards get through, well maybe
- 02:10 - 02:12
to make sure that you know that the kids know
- 02:12 - 02:14
it, you can't just give out a test because not
- 02:14 - 02:15
every child test.
- 02:15 - 02:18
Well, I know myself included, I am awful at test.
- 02:18 - 02:20
I try to stay away from them, but then how
- 02:21 - 02:21
do I know that they're comprehending?
- 02:22 - 02:23
Will I give you give them an option?
- 02:24 - 02:28
Um the teachers talked about a choice board or a
- 02:28 - 02:32
task board for the Children with different learning styles on
- 02:32 - 02:35
there, but each of the four learning styles or that
- 02:36 - 02:40
are showcased on that choice board are all showcasing the
- 02:40 - 02:43
standard that was taught and the comprehension that was taken
- 02:43 - 02:44
in by the Children.
- 02:45 - 02:47
And the next thing that I would like to point
- 02:47 - 02:48
out is the teacher herself.
- 02:49 - 02:52
Um The first year teacher Stephanie that they talked about
- 02:52 - 02:57
about a minute into the video, um watching her teach,
- 02:57 - 03:00
not only moving about the classroom, but the way that
- 03:00 - 03:02
she explains things such as when she was explaining her
- 03:02 - 03:06
classroom, I noticed from last week talking about assets based
- 03:06 - 03:09
approach and gap intervention, she said that she came to
- 03:09 - 03:11
the school and the teachers are like, wow, you have
- 03:11 - 03:13
like the bad class, the bad kids, I hope you
- 03:14 - 03:17
stick around and she turned around and she's saying, I
- 03:17 - 03:21
have a humorous class just because they may have acted
- 03:21 - 03:23
out with one person or maybe they act out even
- 03:23 - 03:26
with her, but she's taking it as their humorous, but
- 03:26 - 03:27
what do I do with their humor?
- 03:27 - 03:29
Well, you have to showcase it.
- 03:29 - 03:31
You have to individualize that plan for that child in
- 03:31 - 03:34
a different way so that they are able to use
- 03:34 - 03:35
that personality that they have.
- 03:36 - 03:39
I'm watching her teaching strategies and her teaching techniques and
- 03:40 - 03:42
the way that she spoke to the Children moved about.
- 03:43 - 03:48
The classroom really took time into see if they're comprehending
- 03:49 - 03:52
or if they're learning in their style technique.
- 03:53 - 03:56
Um, it was just found it really awesome to watch
- 03:56 - 03:59
her teach and that is all.
- 03:59 - 04:00
Thank you guys.