The photograph to the left is a fine motor activity that I used with a student who was on alternate curriculum. The student was working on developing his hand muscles. To successfully complete this activity, the student had to match the colored clothespin to the section of the plate that was the same color. The student is very successful with colors but he really struggled to use his pincer grip to open the clothespin and get in on the plate. To measure the student's success with this activity, I used a chart that showed each attempt and how many of the pins the student successful got pinned on the plate. The goal was: the student will be able to successful match the clothespin to the corresponding color on the plate 4 out of 5 attempted times. I included this artifact because it demonstrates an activity that I used to target a specific need of the student that also incorporated the students academic learning targets of matching like objects and colors.
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GeoboardsThe above photograph is an example of a math lesson in which the students were using Geoboards to visualize that triangles can be many different shapes and sizes. In this lesson, each student was given a Geoboard and rubber bands and then was given the opportunity to experiment with making triangles of all shapes and sizes. I assessed this activity by walking around and observing the students at work. I looked to see if the students were creating triangles of various sizes and if they were using a variety of pegs to make different types of triangles. I gave students ideas and challenges to help them further their exploration of triangles. I included this artifact because it demonstrates a hands-on activity that kept students engaged in their own learning. During the lesson, the students were talking about what their triangles looked like and what they could create when they put multiple triangles together. This lesson was very meaningful to the students.
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Sentence Building
This is a photograph of a lesson that focused on building complete sentences with the proper punctuation mark. The students worked together to put the words of each color in the proper order to make a complete sentence. One student was selected to choose the correct punctuation for each sentence. After doing this activity together, each student was given a mixed up sentence to work on at their seat. The teacher walked around as the students worked to observe if they were creating a grammatically correct sentence with the correct punctuation mark. At the end of the lesson, each student read their sentence aloud and the class decided if it was correct. I included a photograph of this activity because the lesson targeted a skill that is challenging for first graders. The students had a chance to practice a skill individually and test their own abilities. This lesson boosted students' self-confidence because they were all successful in building a grammatically correct sentence.
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Vizzle
This is an example of a Vizzle activity. A student on alternate assessment uses Vizzle as an independent work activity to practice the skills being practiced in her IEP goals. Vizzle is an app for students and the teacher can load activities into their profile for the specific topics or skills that are being worked on. A student I worked with was working on counting coins during one-on-one instruction. I then loaded money activities into her Vizzle account so that she could continue to practice the skill of counting coins during her independent work time. I included this artifact because it is an example of a technology based activity that I used with my students. I also included it because it is an excellent resource for teachers and students when looking for activities that target specific skills. The results of all activities are sent to the teacher's Vizzle account. To assess the student's success on Vizzle, I used my Vizzle account to see how many errors the student made and what types of problems the errors were made on. I will use this information to guide my instruction and plan new activities for Vizzle.
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