Clinical field experience e: integrating instruction & time to

Allocate at least 4 hours in the field to support this field experience.

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Planning, teaching, and reflecting are natural aspects of the teaching and learning process. This cycle allows educators to prepare for their students’ learning, teach, and then reflect upon the effectiveness of the teaching. This field experience is designed to continue practicing the art of teaching, while planning for instruction through reflective practices.

Teach one or more ELA, social studies, or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching to evaluate the effect of your teaching on student outcomes.

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

Write a 250-500 word reflection on the assessment data collected from the lesson taught. Explain how you would modify instruction based on the data. Include an overall reflection of the teaching process, addressing any changes you would make to future instruction.

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. Refer to the LopesWrite Technical Support articles for 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 LoudCloud in this topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Time to Present

Embedding literacy development in the classroom is an important element of a students’ comprehension and retention of the content. Educators should be cognizant of students who are hesitant to speak in front of their peers or, on the other hand, overzealous in their speech. Presentations are one way educators can encourage speech, while instilling good listening skills in the students.

Review the lesson plan you created from Topic 2 or Topic 3 and select one lesson to revise. In your revision, include at least one listening and speaking standard from your state’s ELA standards, and a speaking skills activity that requires the students to speak or present to the class at some point during the lesson. The lesson plan should also provide support for students who are hesitant to present in front of their classmates. Take into consideration the school’s socioeconomic level, culture, and overall climate when designing the activity.

In the Differentiation section, identify support strategies that could be used to assist an ESL student and a student with a speech and mild cognitive impairment.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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.

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