Statisics For Social Science

Prior to your field experience, review the requirements for your clinical field experience assignments. Create a document to share with your mentor teacher detailing the requirements for all field experiences and expectations of your mentor teacher for this course.

As part of Clinical Field Experience A, share and discuss the document with your mentor teacher. This document should include the scheduling required to complete all assignments.

Allocate at least 5 hours in the field to support this field experience.

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Assessments are evaluations of student learning and an important part of the pedagogical approach teachers take in the classroom. Assessments allow teachers to see gaps existing in instructional methods and strategies, as well as student learning.

Complete the “Assessment Strategies for Diverse Students Chart” template.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Support your findings with 3-5 scholarly resources.

APA style 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. Refer to the LopesWrite Technical Support articles for assistance.

Clinical Field Experience A:

Assessment Strategies for Diverse Students Chart

 

Part I: Gathering Classroom Data

Directions: Allocate at least 5 hours in the field to support this field experience. Observe your mentor teacher and in collaboration with your mentor teacher review the areas below to obtain the data needed based on your mentor teacher’s class. No names should be used to protect the confidentiality of all students.

   

Classroom Data

50-100 Words Describing Class Demographics (i.e., racial or ethnic demographics, socioeconomic status, funding, level of community support, facilities and infrastructure, etc.)  
50-100 Words Describing Individual Students’ Learning Needs (i.e., numbers and specific needs of students who are English learners and/or who receive special education services and any other forms of diversity you encounter)  

 

Part II: Instructional Planning and Assessment to Meet the Needs of Your Classroom

Directions: Now that you have gathered data based on your mentor teacher’s class, answer the following reflective questions. Each response should be supported with at least one scholarly source – at least three scholarly sources in total.

In 100-150 words, discuss evidence-based instructional strategies, resources, and technological tools you would use to support the students in the mentor teacher’s class. How would you use these strategies, resources, and technological tools to meet the needs of all students in the class? Provide specific examples based on the classroom profile. Provide at least one academic in-text citation to support your response.

 

 

In 100-150 words, describe one learning activity you would implement to engage the mentor teacher’s students in multiple ways that allows all students to demonstrate their knowledge and skills. Identify an aligned state or national standard for the activity. Include at least one academic in-text citation to support your response.

 

 

In 100-150 words, describe one assessment you might implement based on the learning activity from your response above. How does this assessment support your mentor teacher’s students and their diverse learning needs? How does this assessment engage students in multiple ways of demonstrating knowledge and skills? Provide at least one academic in-text citation to support your response.

 

 

References

© 2019 Grand Canyon University. All Rights Reserved

 

© 2019 Grand Canyon University. All Rights Reserved.

 

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