Pociask_Michael_Clinical_Experience_and_Analysis_Observation_FloridaSouthernEDU3333Mod3.docx

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Clinical Experience and Analysis Observation Form Look for Observation Reflection (minimum of 100 words per box) 1) Instruction Planning Incorporate activities, tasks, and assignments that develop authentic uses of the second l anguage and literacy to assist ELLs in learning aca demic vocabulary and conten tarea material. The teacher used peer groups that were created with intention. ELLs were in groups that allowed for highly proficient ELLs to assist ELL with limited proficiency. I believe that the instructor did a great job at intentionally creating his small groups. I could see that attention was taken to build groups that would allow collaboration between varying abilities. However, I believe that the instructor fell short in his informal assessments as he walked the room and helped the groups. He allowed for too much primary language interactions and did not require enough second language collaboration. I think that allowing ELL students to briefly assist one another in their primary language would have served the students better than allowing them to spend 70-80% of their collaboration in their native language. Apply appropriate instructio nal practices for developing content area literacy The instructor had a list of vocabulary words on the board and instructed students to write their meanings on their own sheet of paper using the Marine Science text book. The rigor in this class period is missing. Perhaps the lesson could have been a web-based scavenger hunt requiring students to discover examples of the key concepts to the chapter to include relevant academic verbiage and vocabulary specific to the concepts being researched. The teacher could have created a rubric with his specific expectations and instructions. Perhaps he could have used this portion of the lesson to allow for pair work and used this collaborative moment to ensure that his ELL students and low-achievers could work with a stronger student to assist them with understanding the most important concepts of the chapter. Multisensory learning involves the use of visual, auditory, and kinesthe tictactile pathways simultane ously to enhance memory and learnin The instructor discussed the life cycle and importance of corn. She showed the students slides depicting the economic importance of corn as a cash crop in the United States and how it is the number one crop cultivated in the Americas. While the information was fantastic, it appeared that many of the students were not engaged in the lesson. I was fortunate to see the second phase of this lesson and I believe that if there was a way to combine the two lessons, many more students would have stayed engaged with the information. The second phase of this
Clinical Experience and Analysis Observation Form g of written language (IDA) lesson was allowing the students plant their own corn seeds and discuss the steps in cultivating corn. I believe that if the students could have had the information from the first phase of the lesson introduced in conjunction

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