'Practicum observation reflection -special education Essay\r'

'This lesson is active command wintertime to students with severe special(prenominal) penurys. We talk around winter all the time with our students, oddly when it snows or is very windy or very cold outside. I hold winter is a common division in our daily conversation, often apply to break the ice with co-workers, classmates or level off strangers. What’s more(prenominal), it’s important to perceive what weather reporters or other mess are talking about when you conduct to decide what to wear. Therefore, I assumed that incorporating a winter lesson into a class for students with special needs is a good idea. last is an interesting topic to\r\nteach- I need to consider my students forward knowledge and their reading level, there are many simple, harming and effective ways in which I can teach my special direction students about the weather. A student misconception is the students leave think snow comes from the clouds sweating. I designed this lesso n to give a systemic inception to winter. I focused on relating students’ prior experience and knowledge from daily lives with the story- a snowy day with new phraseology. In the following group activity, students experienced the winter by using their senses (sight, hearing, smell and touch).\r\n adapt to severe needs students, the explanation of the why winter comes and goes will be stirred upon briefly but the students will non be expected to fully meet this concept. The teacher will be more concerned with the students understand of how winter push us. One thing that I foretaste the students would get out of my lesson is: with prompting and support, progress out connections between a story or poem and one’s avouch experiences. Students can learn winter vocabulary (New words: Snowsuit, footprints, stick, plop, angel, slid, snowball, thought, melted), and to know about a weather-snow experience.\r\nI feel the activity â€Å"make your footprints” was su ccessful because all of the students were engaged and participating. Students ravished works with the sponges and creating their own footprints. Since there was a marginal amount of skill involved during this activity, students were fitted to grasp it more. The biggest challenge is how to make the teaching more effective to students with more tight behaviors. Since Autism is a spectrum disorder, which means that there is a wide degree of variation in the way it affects the students.\r\nTheir communication level and nurture patterns varies from each other as well. approximately are always low actuate and both(prenominal) are quite crank (out of control). I was wondering how much information they fix received and how much they fuck off perceived? How to let these students also have the sense of participation? In some choice making sections, I go into’t know how long I should wait for their responses, or how many quantify I should repeat the question. There are s everal things that I would change if I taught this lesson again. I would like to make some accommodations for diverse learners.\r\nFor example: pictures for ESL students, differentiated common snapping turtle for different learning styles, give comme il faut time for students to respond and safety/ fate concerns in class. In addition, I would let out more steps in perspicacity part. Such as pre-assessment before the lesson, plastic assessment, and summative assessment at the end of the lesson to check their final learning outcomes. I felt that there were good things about this lesson as well as things that I could have improved upon. Over all, students seemed to enjoy the lesson. I think I met my learning objectives according to the class reaction and feedback.\r\n'