Section A
I rarely observed in the same room while I observed at the high school in Big Spring Texas. In my first observation I was in a freshman reading class and they were reading a book. There was an audio book being played and all the desks were facing the board. The desks were arranged in pairs. Some students were sleeping and I really could not tell who the inclusion students were. The room had colorful strategy charts all over the room along with inspirational quotes. The room had a Christmas smell to it. My second observation was downstairs in a sophomore biology classroom. The students were taking a test so any student that wanted to be read the test had to go into another room. This room was large and barren. Every student had their …show more content…
Sometimes inclusion teachers would jump in the main teachers lecture and give different examples and synonyms to harder words. Sometimes the inclusion teachers would also jump in a lecture to give abstract concepts with concrete examples to help student’s get a better understanding. I saw a lot of this in both the high school science class and the junior high science class I observed. All of those strategies are common strategies you would find online or in a book. If there were to be note taking happening the inclusion teacher would meet up with the main teacher to gather put notes and type up the lecture notes so the students could underline and highlight instead of trying to keep up with writing the notes and use that for the students accommodation for that day. That strategy is great for students who have a hard time keeping up and I might use if I were to do notes (“7 Inclusion in the 21st-century classroom: Differentiating with technology”, 2015) Most the teachers would use pictures or graphs to help explain a concept, but if I were teaching any of these classes I would offer video examples or do more active learning because differentiated learning is more effective (Hobgood, B., & Ormsby, L., n.d.). It seemed that all the classes I observed just copied notes, took tests, and did worksheets. When the inclusion students had to take the test most of them really did not truly understand the concepts and the inclusion teacher would try to give them clues while reading the tests to them, in both schools I observed this. I did not see one student that needed a physical modification to the environment like a wheelchair, blind, or deaf student. Most had LD with a combination of ADHD. Since most of the students in the high school and junior high do have ADHD I would make my lessons more stimulating so they would not have to sit for a whole hour and “listen” to
I rarely observed in the same room while I observed at the high school in Big Spring Texas. In my first observation I was in a freshman reading class and they were reading a book. There was an audio book being played and all the desks were facing the board. The desks were arranged in pairs. Some students were sleeping and I really could not tell who the inclusion students were. The room had colorful strategy charts all over the room along with inspirational quotes. The room had a Christmas smell to it. My second observation was downstairs in a sophomore biology classroom. The students were taking a test so any student that wanted to be read the test had to go into another room. This room was large and barren. Every student had their …show more content…
Sometimes inclusion teachers would jump in the main teachers lecture and give different examples and synonyms to harder words. Sometimes the inclusion teachers would also jump in a lecture to give abstract concepts with concrete examples to help student’s get a better understanding. I saw a lot of this in both the high school science class and the junior high science class I observed. All of those strategies are common strategies you would find online or in a book. If there were to be note taking happening the inclusion teacher would meet up with the main teacher to gather put notes and type up the lecture notes so the students could underline and highlight instead of trying to keep up with writing the notes and use that for the students accommodation for that day. That strategy is great for students who have a hard time keeping up and I might use if I were to do notes (“7 Inclusion in the 21st-century classroom: Differentiating with technology”, 2015) Most the teachers would use pictures or graphs to help explain a concept, but if I were teaching any of these classes I would offer video examples or do more active learning because differentiated learning is more effective (Hobgood, B., & Ormsby, L., n.d.). It seemed that all the classes I observed just copied notes, took tests, and did worksheets. When the inclusion students had to take the test most of them really did not truly understand the concepts and the inclusion teacher would try to give them clues while reading the tests to them, in both schools I observed this. I did not see one student that needed a physical modification to the environment like a wheelchair, blind, or deaf student. Most had LD with a combination of ADHD. Since most of the students in the high school and junior high do have ADHD I would make my lessons more stimulating so they would not have to sit for a whole hour and “listen” to