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EPSY 5021 Take Home FInal

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Amanda Barrientez

on 7 August 2013

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Transcript of EPSY 5021 Take Home FInal

EPSY 5021 Take Home Final
Take Home Final
By Amanda Barrientez
EPSY 5021-05
Summer Quarter 2013
Table of Contents:
Coffee Cup: Question #3 (Gardner’s Multiple Intelligences )
File Folder: Question # 5 (What I've Learned)
Planner: Question # 4 (A Safe and Positive Classroom)
iPhone: Question # 2 (Films)
Directory: Question # 1 (Defining Collaboration)
Gardner’s Multiple Intelligences
Grade: K Topic: Reading: Foundational Skills
For this standard students will learn the directions of how to read a book, (sentences go from left to right, top to bottom). When first introducing the topic you would go over vocabulary, which would work for the linguistic students. After we will sing a song with the vocabulary words in it to help the students remember them. This will also help those who are musical. Once the song is finished the students will get a paper with a sentence written on it. Students will have a small paint cup and dip their finger into the paint. They will then draw a line with their finger and the paint showing the direction of the words. This part of the activity will really help for those who are spatial and will also work for those who are Kinesthetic.
What I've Learned
In this class I have learned a lot about students with special needs. Such as inclusion may seem a little scary to us General Education teachers but even though it may be scary and a little more work, it is worth it. Because with inclusion we get more great students in our class and get to help them succeed in class also. From the movies and Guest Speakers I learned that having a child with special needs can be challenging, but there are people out there to help and resources available for parents, kids and teachers. I also was able to explore and learn about some of the many resources online for teachers. I did not know there were so many out there, it’s amazing.
A Safe and Positive Classroom
In order to create a safe and positive environment in my classroom I will do community building activities/games. These will help students make new friends while at the same time getting more comfortable socializing with their classmates. Another good strategy would also be to have class norms. With these, the students will choose the norms themselves, if old enough, and everyone must agree to uphold the norms.
From the Films “Including Samuel” and “Autism: The Musical”, I got the chance to see various points of view of people who know or are related to children have Autism. For example in “Autism: The Musical” where the parents of children who have Autism show and talk about the problems they face with their child growing up and how society sees their children. The stress was also a problem on many couples’ marriages. A few of the couples we saw were divorced after their child was diagnosed. In the film “Including Samuel” we saw just one child and watched him grow up and see his achievements as he grew up. In this case both parents were very supportive of Samuel and their family.
Defining Collaboration
My definition of collaboration would be teachers working together to help the students succeed in the classroom. To encourage collaboration between myself and other grade level teachers at my school, I will make friends and get to know the other teachers. While we get to know each other we can form a collaborative relationship and share ideas and strategies for lessons. I will encourage them to meet up to collaborate outside of school or at school during free periods or before/after school.
By: Amanda Barrientez
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