In order to best meet the needs of students with disabilities in the general education classroom, I am seeking effective strategies and accommodations to ensure academic achievement and student success. TAKING ACTION AS A TEACHER. The co-teaching model, as an intern with a Collaborating Teacher, always presents a unique situation and dynamic classroom environment. I am working with my CT, but I am within the walls and constraints of her classroom, as are our students. In order to effectively meet the needs of students with disabilities in the afternoon class (we are departmentalized to teach ELA/Social Studies to 2 classes), I have been observing my CT's instructional practice in the morning and noting opportunities for accommodations as I teach in the afternoon.
REFLECTING ON LEARNING.
Through the field notes and reflections I have been gathering, I have been better informed of the principles of my teaching practice. By examining what another professional does, I am able to provide students with the content area knowledge they need. Examining my own opinions and ideas allows me to grow as an educator, establish future routines, and further develop my personal practice. This data collection strategy has informed my inquiry topic by providing practical situations and contexts in which to apply the strategies and tactics I have encountered in literature. I learned that accommodations, whether simple or complex, can be conveniently incorporated in the general education classroom setting with a little reflection and creative thinking. I believe this learning was important for my inquiry because it has opened daily opportunities for data to drive instruction and to include effective strategies in every lesson. For example, in the field notes pictured (1/13/2017), I witnessed my CT draw students' attention to the Rubric before beginning their new writing piece. In order to provide students with color coding as a tactic for effective instruction in inclusive settings (Algozzine, Campbell & Wang, 2010), I decided to provide each learner with a yellow crayon to "highlight" key words and details within the rubric. Working in their mixed ability table groups, the learners identified important information to consider during their future writing. By making the information easily identifiable, through color, the students can better recognize what they are being asked to do. Based on my learning this week, I will continue the field notes method while co-teaching. I would like to bring my literature with me for reference in the classroom to identify specific strategies for particular situations that may arise. Based on the data I have collected, I still wonder how I can offer my CT simple strategies that she could weave seamlessly into her own approach. Algozzine, B., Campbell, P., & Wang, J. (2010). 55 tactics for implementing RTI in inclusive settings. Thousand Oaks, CA: Corwin.
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