Learning Project Presentation-Parry

For my learning project, I observed the intensive resource kindergarten

through fifth grade classroom at the school that I teach

at in Wasilla Alaska first is the learning setting.

So this setting provides a more restrictive environment, but it

has all different types of unique learners in the classroom

and the goal is to help support them and motivate

them to be passionate, lifelong learners.

The school is fingerlike elementary school.

It is a rural Alaskan public school in the city

of Wasilla.

It serves preschool through fifth grade students.

There is currently 412 students enrolled.

This is a Title one school with 41% of student

population being eligible for free and reduced lunch And finger

like elementary school placed in the top 20th%ile.

Our 20th%ile of schools in Alaska for overall test scores

with math proficiency in the top 10 and reading proficiency

in the top 20%.

So the learning within the setting is done through small

group or individualized instruction.

The students are provided various academic and functional behavior interventions

by a certified special education teacher or one of her

teaching assistants.

Yeah. And students are instructed based off of their individual

goals to on academic and non academic tasks.

The setting of learning is my coworkers, intensive resource special

education classroom.

The intensive resource program at our school serves kindergarten through

fifth grade learners who qualify in more severe or profound

profound disability categories and require more support through their learning.

The classroom has one certified special education teacher into classroom

aides. These students qualify at a 3-1 ratio, diversity and

learners. This setting, there is a diversity can clearly be

seen. There are multiple um, students with different disability categories

and they all have diverse needs Students.

This is the students in this program are kindergarten through

5th grade students.

The population consists of one female kindergarten student, two female

and one male.

Second grade students, one male and one female fourth grade

student. These students are all intensive funded, meaning they require

a 3-1 ratio of three students to one adult and

qualify in more than one area of related services.

Some of these students are on a non diploma track,

but they do participate in academic construction.

Some of these students take the state in district assessments

with accommodations and modifications provided while others take an alternate

assessment, these students are provided non academic instruction and interventions,

which includes behavior, social, emotional, social, emotional learning, adopted functional

learning instruction.

Student services in this program, all students in this program

qualify for related services, which includes speech and language services

provided by speech language, pathologist, occupational therapy, physical therapy counseling

services, adoptive physical education services and vision and hearing services.

Student instruction.

Student instruction is provided using specifically specialized design, explicit, oh

my God instruction is done in this setting.

Using Direct explicit instructions in small group or one on

1 groups.

Students are provided academic construction, academic I.

E. P.

Goals for students who qualify for intensive resource program include

reading fluency goals, math fluency and application goals and written

fluency goals, behavior instruction, behavior I people's for students not

qualify for intensive resource program include goals based off of

organization, time management, coping skills and emotional regulation and functional

life skills instruction.

Um functional life skills I.

I. E.

P. Goals for students who qualify for intensive resource program

include goals based on following directions, goals based on non

compliance and social understanding life skills and independent skills.

So research on this.

Um So I did some research on diversity.

Um looking at what diversity is because there is diversity

seen amongst the learners in this setting.

So, um I learned that goal setting and flexible design

of instruction promotes learning for diverse learners.

Um instead of the teacher expecting all students to learn

one way the students set their own goals for how

they will learn the required materials.

I also did research on inclusion because the setting is

a more restrictive setting where students spend the majority of

their time in the alternative classroom rather than with their

peers in the general ed classroom.

I know inclusion is important.

I learned that inclusive classrooms, instructors are aware of the

diversity of their students and work with the students to

create a safe and collaborative learning environment.

In this setting, I can see um inclusion from the

students and collaboration amongst the team, which includes the general

teacher, the special ed teacher, the related service providers, the

students, family and making sure the students needs are met

across all settings.

I also did research on explicit instruction because in this

setting the instruction is done using explicit direct instruction programs.

Um I learned that the goal of direct explicit instruction

is to do more and less time, so helping to

close the students gaps and quit in a more a

more quick amount of time.

This instruction is carefully done and controlled and this instruction

is taught to mastery.

It's done um in a small group or 1-1 ratio.

Um and it provides the learner opportunities to stay engaged

and be obsessed for the theoretical approach to learning.

I did the activity theory of learning.

This is a student centered learning.

Um This theory is student centered, it encourages the pursuit

of knowledge through exploration and building on previous background knowledge.

Um In the special education classroom, learning is taking place

when the learners navigate and explore the space around them.

So I did see activity theory of learning going on

in this setting.

Um The research on this uh suggests that um having

a zone of proximal development in which learners receive can

help um perform on activities where they'd be able to

perform themselves.

So improvements for the learning process.

So modifications for learners in the intensive resource classroom to

help them meet their needs would be um providing time

for student exploration because um academic and behavior and life

skills instruction is done using direct instruction programs, providing time

for students to explore on their own would be beneficial

for them to use the activity learning theory to promote

their knowledge um learning about and building a relationship with

each individual student to facilitate instruction that builds off of

the student's background knowledge could be another modification.

Um The intensive resource teacher has a close relationship with

all of their families and knows about their disability and

their learning styles, so she modifies her instruction and based

off of the student's background knowledge.

And the last one would be providing a formative or

summit of assessment and then modifying instruction based off of

students performance, um making sure they're being taught to mastery,

going back and re teaching the skills that um they

might not have performed as well on.

And that was my observation of the intensive resource kindergarten

through fifth grade classroom at Finger Lake Elementary.

Learning Project Presentation-Parry

Chapters

Audio TranscriptAuto-generated