Educ 423 E-Portfolio 8 Science For All Part A

Colavito McKie Educ.
423: Teaching Science to Children Michiko McClary, Instructor April 21, 2014 Science for All (Part A) In accommodating the needs of all learners, Mrs. Wallace utilizes various teaching strategies for third grade students to successfully achieve a specific goal or concept, based on South Carolina and Common Core State standards. In some instances, I have observed Mrs. Wallace accommodate the needs of her students through various ways. Some of these methods of differentiation include: small group instruction; individualized instruction; various forms of formative and summative assessments (i.e. written, verbal, demonstration, and illustration); format of assessments provided to students (to include the number of questions and/or statements, method in which assessment is given to students, and the amount of information students are expected to learn in one single lesson); and type of positive motivation and continuous feedback. For Mrs. Wallace to be a first year teacher, I believe shes doing a great job at working with students to meet their individual needs. In some cases throughout my observations, I still feel like Brookdale Elementary School can provide her with additional professional development opportunities that will strengthen her abilities to become the best teacher in which shes capable of being. In some cases I felt as though Mrs. Wallace could have provided a little more supplemental instruction to individual students who may still require assistance even after the small group instruction, just for reinforcement purposes.
In two particular cases as where they related to two different students in her first class (Ms. Smiths homeroom) and her second class (which is her homeroom), I observed Mrs. Wallace working with two different students at her desk (located in the back of the classroom). During this time, her attention was on the two students in which she was working with, while the remaining students in the class were what I considered to be loud. In this environment, for the small instruction to work, I felt as though the environment should have been a little more organized with students knowing the expectations and consequences. However, I was able to tell that Mrs. Wallace consistently works with the same two students in her first period, due to the fact that before the small group time with the teacher, the students knew what to do as far as coming to the desk to receive additional assistance and/or instruction without the teacher telling them to do so. While at the teachers desk, Mrs. Wallace asked the two students she was working with a few questions. I notice the questions in which she asked the two students were slightly easier than the questions she posed to the class during the lesson. I also witnessed her providing a sequence of instruction in chunks to students, just to make sure they understood the material. Even though I didnt agree with the classroom management tactics taken place and the loudness in the classroom during the time Mrs. Wallace was giving small group instruction to the two students, I still agree with how she provided supplemental instruction to the small group of students she worked with during my observation. Once her homeroom class returned to her room and she taught the lesson the same as she did with the prior class, I noticed a slightly different method used to accommodate the needs of the students in her class. Instead of the small group instruction, Mrs. Wallace walked around the classroom and worked with individual students to make sure they understood the material. During this time, I did notice eight students who appeared to be disinterested in the material in
which Mrs. Wallace was teaching. Four students were male and four female, all of African American descent, and appeared to be of fair socioeconomic standing (decent clothing and shoes). Some of the behavioral characteristics I observed during the lesson included: a student standing in the chair, two students throwing paper across the classroom, one student attempting to hold conversation with me, two students constantly moving their desk, and two students throwing temper tantrums because they 1) didnt understand the material and 2) couldnt go to the restroom alone. Later throughout the semester, I learned that these same students require consistency and an increased amount of motivation. Student behaviors did become better and as a result, I learned that most of the students, who exhibit characteristics of misbehavior, benefit from structure and constant conversation.

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