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Clinical Field Experience D: Intervention Implementation

Clinical Field Experience D: Intervention Implementation

Clinical Field Experience D: Intervention Implementation

While working with my mentor teacher we engaged the students with a common grade level text, “To Kill a Mockingbird” and during the lesson we focused on incorporating students’ interests as the strategy to support student understanding and engagement with the text. Student A and Student B, previously discussed in my clinical field experience C require specific supports to engage in lessons and maintain their attention to what is being taught. With this lesson my mentor teacher and I focused on finding interests that the students had and using that to support engagement with the reading. The activity done with the text was to describe how they are similar to either Scout or Atticus. This activity allowed students to think about who they are and incorporate what they are interested in and how it could help them relate and be similar to either of the characters in the text.

Overall, the students in this class, including Student A and Student B required significant adult prompting and support, along with choices to help them in completing this verbal activity. After reading through some of the text and then having the students describe what character they feel more like and why was an interesting way to engage students and allow them to bring their own thoughts and interests into the conversation. The support of allowing students to incorporate their own thoughts and interests into the discussion really got them to engage and be more willing to participate. For the next time I do an activity like this I will discuss student interests prior to the activity so that I will be able to better prompt and provide supports for students when making their choice of which character they feel they are more like and why. When completing assignments or activities related to ELA, students can always use the incorporation of their own interests in with what they are learning about, they can discuss how it connects to what they are learning or how they would look at it in terms of their own interest in regards to a character in a book. This can very easily be done at home with the incorporation of students’ own interests and ideas to support their overall engagement.

In my future endeavors with teaching, my goal is always to get to know my students on a personal level. This will really allow me to know who they are and what their interests are. Then I can more easily incorporate the students’ interests into what our daily learning is. THis will overall hopefully engage more students in my lessons and they will be more likely to participate and gain more from the lesson by being able to connect to it because it relates to what they are already interested in.


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Working with your mentor teacher, identify a math lesson or time during which interventions from the Clinical Field Experience C intervention plan can be implemented to benefit the previously identified students.

Clinical Field Experience D: Intervention Implementation

Clinical Field Experience D: Intervention Implementation

After implementing the intervention strategies, seek feedback from your mentor teacher about how it went. Continue discussion regarding the strengths and potential improvements of the students.

After the math lesson or activity, summarize and reflect upon your experiences in 250-500 words, being sure to:

  • Briefly describe the students identified needs and explain how interventions were selected. Rationalize choices in relation to the needs of the students.
  • Describe how the students performed on the math activities and reflect upon your experience implementing the intervention strategies. Include possible changes you would make in the future when implementing these strategies.
  • Describe how students could utilize one of the intervention strategies at home.
  • Explain how you will use your findings in your future professional practice.

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