Wisconsin Teacher Standard #3:
"The teacher understands how students differ in their personal approaches to learning and creates instructional opportunities that are adapted to diverse learners."
Rationale:
This project was for my Exceptional Learning class at Alverno. The project was called, “Adapted Teaching Effectiveness Project”. The purpose of the project was to demonstrate an understanding and application of Wisconsin Teacher Standards and Alverno Abilities. The project required me to lay out the context setting, which focused on Cooper School in Milwaukee. The information that was gathered about the school was retrieved from WINNS (Wisconsin Information Network for Successful Schools). Once I gathered the schools demographics, I had to identify and work closely with a student with a diagnosed disability. I then created an adapted lesson plan that met the student’s individual needs. This project demonstrates my understanding of the diverse needs and approaches to instruction for students with special needs. I believe the lesson demonstrates my ability to make adaptations to a lesson in order to meet the needs of an exceptional learner. The lesson was taught in a one-on-one setting in a separate room from the rest of the class.
This project reflects the Wisconsin Teacher Standard 3 because it demonstrates the ability to adapt a lesson for a particular learning ability. I worked closely with this student prior to the lesson and collaborated with the lead teacher about making adaptations to a reading lesson. I adapted the lesson by rereading the book, More Spaghetti, I Say by Rita Gelman with the student. I used cue’s, modeling and prompting throughout the lesson. Instead of the student completing the worksheets on her own, we completed it together.
Diagnosis
Diagnosis was demonstrated in this lesson when I made changes to a lesson based on a student’s diagnosed disability. I made necessary changes to the lesson and my application of the lesson. The student responded positively to the lesson and met the goals. This shows that I was successful in determining and implementing a lesson based on a student’s individual need.
Communication
Through this lesson I continuously talked and pointed out parts of the book and the worksheet in order to get the student to refocus and stay on task; using verbal and non verbal techniques to aid in the lesson. Using techniques like modeling, cuing and pointing helped keep the student focused and engaged.
This project reflects the Wisconsin Teacher Standard 3 because it demonstrates the ability to adapt a lesson for a particular learning ability. I worked closely with this student prior to the lesson and collaborated with the lead teacher about making adaptations to a reading lesson. I adapted the lesson by rereading the book, More Spaghetti, I Say by Rita Gelman with the student. I used cue’s, modeling and prompting throughout the lesson. Instead of the student completing the worksheets on her own, we completed it together.
Diagnosis
Diagnosis was demonstrated in this lesson when I made changes to a lesson based on a student’s diagnosed disability. I made necessary changes to the lesson and my application of the lesson. The student responded positively to the lesson and met the goals. This shows that I was successful in determining and implementing a lesson based on a student’s individual need.
Communication
Through this lesson I continuously talked and pointed out parts of the book and the worksheet in order to get the student to refocus and stay on task; using verbal and non verbal techniques to aid in the lesson. Using techniques like modeling, cuing and pointing helped keep the student focused and engaged.
Evidence:
| Exceptional Learner Project |
| Self Assessment |
My instructor's feedback is based on a 5-7 minute video of me teaching the lesson.
| instructor_feedback.pdf |