Week 2 Assignment 2B (Coursework Sample)

Assignment 2B–Getting to Know Your Students Objective: For this assignment, you will complete the “Getting to Know Your Students” section of Stage Two of the Lesson Plan. You will transfer this information to your final product in Week 4. Stage Two - Instructional Approach: Teaching Consult with your master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop your understanding of students’ assets and learning needs. Review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. You will use this information to establish content-specific learning goals (including California English Language Development (ELD) Standards as appropriate Write a Description of Students’ Assets and Learning Needs (Whole Class or Focus Students) If you do not have your own classroom, you can select from 3 focus students. Make sure to select different focus students from your previous ITL courses. This will ensure you receive additional practice in lesson planning and lesson plan design. Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do? As a bilingual student, A.G. excels in a visually stimulated environment. Her understanding is solidified by hands-on activities and lessons that embrace her movements. As a tenth grader, S.M. has a consistent desire to complete tasks and actively seeks clarification or additional support which demonstrates an admirable. Through his dedication to learning and his strong communication skills, S.M. is assured of academic success. A.S., an English learner and tenth grader, is talented at note-taking. She can capture critical information and record it which allows her to revisit the notes later hence solidifying her grasp of concepts. Moreover, she illustrates self-advocacy by seeking help when she needs it. English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels: Despite the lack of CELDT or ELPC scores for these focus students, the information provided identifies A.S. and J.B. as English learners navigating academic challenges. A.S. excels at taking notes but has a struggle with reading and writing in English. This suggests that A.S. has a stronger clench of spoken language compared to her academic fluency. J.B.’s ELA scores demonstrate a failure but has a strong desire for self-advocacy. However, to improve J.B.’s ELA scores, individual instruction focusing on math concepts could prove beneficial since he thrives in smaller settings. Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience Cultural resources and funds of knowledge: A.G., a recent immigrant of Mexican descent, possesses a vast knowledge of Mexican traditions and likely a strong first language. His cultural background can enhance lessons on Mexico. A.S., being a bilingual with a multi-ethnic background which offers a unique perspective. Additionally, J.B.’s love for technology brings a cultural touchstone since his skills can be incorporated into class projects. These cultural funds of knowledge can be used to create an inclusive and engaging learning environment for all students. Linguistic resources and funds of knowledge: A.G. thrives with hands-on activities and visual instruction suggesting the incorporation of kinesthetic learning strategies and the use of real-world objects in lessons. A.S., despite having challenges with English fluency, thrives at note-taking indicating her strong visual-spatial skills. This points to a potential resource for learning by the creation of well-organized visual aids of the use of graphic organizers. Moreover, J.B. is hesitant to seek help due to his independence and autism. This highlights the importance of creating a classroom environment where asking questions is encouraged. Additionally, his interest in computers and technology could be leveraged to support his learning. Prio...