Sheldon Reflection

1007 Words 4 Pages
Sheldon completed the daily assignments that were given. Sheldon indicated that he was apprehensive of understanding the individual assignments while interacting with him. When working with Sheldon in the resource room, he explained that he had difficulties reading aloud and silent. I took the reading assignments from the lesson plans, I had Sheldon read for about a minute to see how many words per minute he can read. While working with Sheldon one-on-one I was able to gain his attention by modifying the assignment by using focus strategies such as Reflective Questioning and Visual Representation.

Effective Adjustments/Accommodations/Modifications
The lessons given to the student was successful because it met the need of the pupil (exceptional,
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Additional instructional intervals in the resource room help the student comprehend the lesson I taught. The promethean board proved to be useful as Sheldon was able to visualize what reading assignment was. The student was able to draw in the interactive notebook what was read. With the vocabulary words Sheldon was able to repeat the definition repetitiously to understand the meaning. Sheldon wrote out the four vocabulary words and definitions four times in order to comprehend the meaning and uses. This proved to be useful when Sheldon participated in the poetry jam. When Sheldon completed assignments on USA TEST Prep on the computer, he showed excitement and was eager to complete more that the allotted five questions that was given for the sponge/bell ringer. I modified his opening assignment for the class by giving him an additional twenty minutes on the computer. I also asked Sheldon additional questions after each USA Test Prep Question to ensure that he comprehended the questions being asked. This also proved helpful as it showed he was retaining the information.
Teacher: General
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Collaborative Discourse, Formative Assessments, and Problem Based Inquiry are good focus strategies to use in the classroom. Diagrams, Cubing, and Concept Maps are great instructional strategies to use in the classroom. While modifying Sheldon’s lesson, I used a variety of focus and instructional strategies. Upon completing the observation and modifying the lesson of the student included Assessments that are formative. The formative assessments that were used in the modified lessons included, “Reflective Questioning, Visual Representation, and Designing Exam Question,” (Charles, et al. 2015). When completing assignments the student should utilize reflective questioning and visual representation. Also, grouping the student with others can help assist the student with comprehending the analyzing literary assignment.
Increasing the student’s retention and engagement the focus strategy “Problem Based Inquiry” should be considered. Student learning will be enhanced through “Decision Making, Problem Solving, and Cues and Questioning,” (Charles, 2015). To help the student understand the literary work being read student would benefit from cues and questions strategies when completing individual work and problem solving in group

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