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3 pages/β‰ˆ825 words
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3 Sources
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APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
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Topic:

Developing Interventions Based on Informal Assessment Data

Essay Instructions:

Special education teachers use knowledge of individual differences and diverse cultures and communities to make sure inclusive learning environments support each student to meet high standards. Planning, conveying, and adjusting instruction to address each student’s diverse learning strengths and needs creates opportunities for students to demonstrate their learning in different ways.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Instruction and Intervention
Deliver the literacy skills lesson you developed with your mentor teacher in “Clinical Field Experience A” to the group of students for whom it was designed. During instruction, informally assess the students, identifying those who are grasping the information and those who would benefit from additional intervention.
Collaborate with the mentor teacher to develop 2-3 interventions based on your informal assessment data to support one or more students’ continued skill development. Detail at least one intervention that can be incorporated in the inclusive classroom and at least one intervention to be utilized at home. Describe the roles of teachers/family members and the student in the description of each intervention.
Part 2: Reflection
In 250-500 words, summarize and reflect upon your experiences delivering the literacy lesson, informally assessing the students, and collaborating with the teacher to develop the additional interventions. Explain the interventions you developed and how you expect them to meet the needs of the students, incorporating their assessment results in your response. Explain how you will use your findings in your future professional practice.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the learning management system the last topic.
Directions for submitting can be found on the College of Education site in the Student Success Center

Essay Sample Content Preview:

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Part 1: Instruction and Intervention
Literacy skills are the center of the lesson plan designed for students in the third grade. It is directed at differently-abled students, particularly those with multiple disabilities. Additionally, it is also designed for students with attention-deficit/hyperactivity disorder (ADHD) because they have difficulty reading and those with a learning disability.
Upon the execution of the instruction, I was able to assess the students informally. The informal assessment was done by observing the students, asking questions, and checking their confidence (Classen et al., 2021). To grasp the situation and know whether the students understood the lesson or not, I observed and analyzed the students’ facial expressions and body language. Some students have shown a positive understanding of the lesson, including smiling and nodding. Some even showed their interest by raising their hands and asking questions for clarification. However, other students demonstrated negative signs, including frowning and shaking their heads, indicating that these students could not understand the lesson. On the other note, the informal assessment was also done by asking questions to the students. They were asked questions to assess their understanding of the lesson. Through their responses, I determined whether the student had fully grasped the lesson or if the student was perplexed due to an incorrect answer.
Additionally, if the student is the one who asks a meaningful question, it means that he has fully understood the lesson and he is integrating other concepts in the lesson. This indicates that he has fully grasped the lesson and incorporates additional concepts. For instance, when asked about the camels, a student gave a correct response, and he even asked a question that required a higher-order thinking skill. Lastly, checking their confidence is also a form of informal assessment. The students will be asked if they understood the lesson in the middle of the discussions.
Students who have grasped the concept will respond confidently and quickly, whereas struggling students may disagree. The teacher can encourage students who disagree to speak up about the part of the lesson that they do not understand. Furthermore, the teacher can go over that section again. Inform the students that their feedback is valuable, and the teacher will use it to improve their learning experience. For instance, in the “Thumbs Up! Thumbs Down!” activity, some students relied on their classmate’s answers, and worse, some did not participate. When asked, one of the students admitted that she was unsure about the distinction between literal and non-literal language, so the teacher should clarify the concepts first before the class ends. These were the findings of the informal assessment.
Using the result of the informal assessment, the mentor teacher and I dev...
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