Utilizing the information from our Observation Report from the SimSchool Module and using the notes we took from the Observation Notes template, we were to answer the following reflection questions (2-3 pages).
- Describe in detail how the teacher (you) supported (or did not support) all students in an inclusive, safe, and positive learning environment.
- What was the objective of the lesson?
- Describe some of the assets and gaps of 3 learners from the module.
- Explain how your lesson and actions (simulation in SimSchool) incorporated a Universal Design for Learning (UDL) curriculum that provides multiple means of representation to give learners various ways of acquiring information and knowledge; multiple means of action and expression to provide learners alternatives for demonstrating what they know; and multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn. If UDL strategies were not observed, explain UDL strategies that could have been used in the lesson.
*If needed, we could access the UDL Guidelines on the CAST.org website.
Teaching in a 9th Grade Simulated Classroom
Frank Jamison
National University
ITL606 Learners and Learning II
Professor Taneeka Bourgeois-daSilva
September 17, 2023
Support for Students in an Inclusive, Safe, and Positive Learning Environment
Positive reinforcement was consistently employed, with me using strategies like smiling at students, offering praise, and acknowledging their efforts. This consistent positivity fostered an encouraging learning atmosphere, boosting students’ self-esteem and motivation.
Small group instruction, tailored to the needs of Bailey Batson, exemplified an inclusive approach that ensured no student was left behind.
Additionally, I discreetly employed reminders to maintain responsible behavior, respecting the dignity of individual students and ensuring a safe environment for all.
However, some aspects required further attention. These included addressing the uneven distribution of attention when responding to raised hands, providing more specific and balanced feedback, and ensuring equitable assignment of individual tasks. Consistency in implementing strategies and offering explicit guidance on behavior change also emerged as areas for potential improvement.
In summary, while I implemented numerous effective strategies to create an inclusive, safe, and positive learning environment, continued efforts in addressing the areas of improvement will contribute to an even more supportive classroom atmosphere where all students can thrive.
Lesson Objective
In this lesson, students explored their career interests and aspirations through various activities. They were first asked to work collaboratively with a partner to complete the “Childhood Dream Job” worksheet. Following this, students were to watch the video “Success in the New Economy” on YouTube, gaining valuable insights into the evolving job market. Next, they would take an online interest inventory through Pennsylvania CareerZone, which gave them insights into their interests and strengths. After examining their interest results, students will compile a list of three potential careers that align with their interests and pique their curiosity. Finally, they will begin exploring the Blackhawk Career Compass, setting the stage for further career development and discovery. These activities empower students to make informed decisions about their future careers while fostering curiosity and self-awareness.
Learner Assets and Gaps
Parker Beverly
Parker Beverly’s learning profile shows a range of assets and potential areas for growth. A big asset of his is his high math proficiency, promising success in math-related fields, and analytical problem-solving skills. Additionally, Parker’s talent for art opens creative avenues for artistic pursuits and careers in fields like graphic design or fine arts. His curiosity and adaptability make him a good candidate for exploring a variety of subjects. He’s also creative and willing to take risks, so he’s a good fit for innovative projects. It’s Parker’s generally positive attitude toward his work that drives him forward. In addition, his detailed self-awareness about learning preferences and work habits can help tailor his education. It’s worth noting, however, that there are some notable gaps, including a tendency to give up easily. He might benefit from more engagement with subjects where he has moderate proficiency, like reading and writing. Parker’s sensitivity to pressure and need for a private space may require skill development to adapt to different learning environments. To improve critical thinking and communication skills, his inclination towards minimal disagreement may need to be balanced with exposure to diverse perspectives. I’d say Parker Beverly possesses a promising set of assets that, with targeted development, can help him excel in various learning and career pursuits.
Ava Haskiell
Ava Haskiell’s educational profile shows she has a range of assets and areas for improvement. She shows an ability to work both independently and collaboratively, which makes her stand out. Adaptability could help her engage in diverse learning environments and group projects, promoting a well-rounded education. Additionally, Ava’s interpersonal skills, including her ability to get along with others, contribute to a harmonious classroom atmosphere with peers and teachers. She’s generally positive and enthusiastic, which is a motivating asset. Ava’s tendency to outline tasks also shows off her organizational skills, which can enhance her capacity to plan and manage assignments. Her interest in facts and figures suggests analytical curiosity, which can be helpful in subjects that require critical thinking.
Still, there’s room for improvement. There’s a need for additional support and targeted improvement in Ava’s reading, writing, math, and technology skills. The key to her academic success is addressing her unconcern about deadlines and reinforcing time management skills. Her preference for environments with little disagreement might be a limitation because exposure to diverse perspectives and critical thinking opportunities is essential for holistic development. Finding a balance between structured assignments and opportunities for creativity and exploration will further enrich her learning experience. Ava Haskiell’s educational journey holds promise, with her strengths serving as valuable assets, but addressing these gaps can lead to a more well-rounded and successful academic career.
Theresa Morales
Theresa Morales has a unique profile with notable strengths and areas for improvement in her educational journey. Mostly, she’s strong in interpersonal skills, as she can work effectively both with peers and alone. Her positive interactions with others contribute to a harmonious learning environment. Additionally, she exhibits qualities like stability, friendliness, warmth, and good self-esteem, all of which help build self-confidence.
However, there are a lot of challenges to overcome. Theresa’s low proficiency in reading, writing, math, and technology underscores the need for tailored support and intervention. Her tendency to give up and resist new ideas suggests a lack of resilience and adaptability, which are critical for academic growth. Moreover, she needs strategies to enhance her cognitive flexibility to integrate new information.
On the positive side, Theresa’s openness to working with others and her enthusiasm for collaborative efforts can be leveraged to provide peer support and cooperative learning opportunities. The fact that she absorbs information through listening and observing presents an alternative learning pathway.
To address Theresa’s challenges effectively, her learning environment should offer clear objectives, teacher-directed guidance, and simplified assignments. Structured instruction and familiar contexts can give her a sense of stability. Overall, Theresa’s educational journey requires a balanced approach that recognizes her strengths and provides targeted help for her academic challenges.
Teaching Connections to Universal Design for Learning (UDL)
UDL Strategies Used
Greeting and Smiling
In my classroom, greeting and smiling at students is a fundamental strategy for creating a positive atmosphere. The UDL principle of multiple means of engagement is perfectly aligned with this simple gesture. Students are more likely to engage and participate actively in learning when they feel welcomed and appreciated. This creates a connection between me and the students, emphasizing the importance of emotional engagement in learning.
Initiating Conversations and Inquiring About Well-being
The other thing I do is initiate conversations and ask about students’ well-being. The emotional and social aspects of learning are crucial to UDL, so this goes beyond academic engagement. Students’ emotional states can significantly impact their learning experiences, so this strategy considers multiple means of engagement since students engage more effectively when they feel valued and supported.
Providing Breaks and Clear Instructions
Breaks, clear instructions, and opportunities for students to raise their hands for questions or clarification align with UDL principles. It ensures students get information through multiple means of representation to learn more effectively. Breaks and clear instructions accommodate different processing speeds and learning styles, which addresses the principle of multiple means of representation, action, and expression. The option to raise hands also encourages students to actively participate in class discussions, further supporting the idea of multiple ways to express themselves.
Use of Cues and Sensory Items
The cues, sensory items, and private reminders I use in the classroom reflect my understanding of different learning styles. It aligns with UDL’s multiple means of representation and engagement principle. Students with sensory processing needs may need sensory items or cues to focus and engage more effectively. The strategy emphasizes the importance of addressing individual differences and allowing students to access the curriculum in a way that suits them.
UDL Strategy Suggestions
Even though the actions and strategies observed in the classroom scenario align well with UDL principles, there’s still room for improvement. To better incorporate UDL principles and enhance inclusivity in my classroom, the following measures could have been taken:
Individualized Feedback
While praising the class as a whole is beneficial, providing more individualized feedback tailored to each student’s progress and contributions can be even more effective. This aligns with UDL’s emphasis on recognizing and accommodating the diverse needs and abilities of students.
Clarity in Communication
Strategies like using a ‘teacher face’ to indicate the need for a behavior change should have been communicated clearly and consistently. This is to ensure that all students understand and respond appropriately. UDL emphasizes the importance of clear and explicit communication to minimize confusion and promote inclusivity.
In summary, my actions and strategies in the classroom scenario lay a solid foundation for creating an inclusive learning environment. Despite this, there’s always room for improvement in accommodating all students’ diverse needs and preferences. This allows learners to access, engage with, and express themselves effectively in the classroom.
Assignment Grade: 30/30
