Differentiating Instruction in an Inclusive Classroom The graduate creates learning experiences that accommodate the needs of students with exceptionalities, including gifted and talented, in order to facilitate the success of all learners. INTRODUCTION Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework. In this task, you will engage in activities that will go toward preclinical hours of your MAT Early Preclinical Experiences requirements. In this task and others in this program, you will use Gibbs’ reflective cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ reflective cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, evaluating and analyzing it, drawing a conclusion, and finally considering how this experience will apply to your future practice. For this task, you will interact with virtual students in a simulated classroom environment. Completion of the simulated classroom experience and the written reflection in this performance assessment will count toward your hours of preclinical experience. Every new teacher is a little nervous about the first time teaching in a classroom. This course and performance assessment give you one opportunity to practice in a simulated classroom to help lessen your nerves before you teach in a real classroom. Take your time in the simulated classroom, try new teaching techniques, and enjoy being a teacher. If you feel nervous or scared, that is expected and normal. In this classroom, you can say “pause” if you need time to think or if you want to start over and try teaching a different way. It is not expected that you will be a master teacher. In fact, you will not be assessed on your teaching ability but rather on your reflection of what you learn while teaching. So, take advantage of the time in the simulated classroom and see what you can learn about yourself as a teacher. Note: The Mursion recording is to be used for WGU assessment only and should not be shared publicly SCENARIO The bell has rung and you will be teaching a geometry lesson on types of angles: Obtuse, right and acute angles. You will be interacting with a diverse group of upper elementary students, including 1 student with dyslexia. The student with dyslexia might need visual accommodation. First, ask the students what they think about when you say you are going to study geometry. Take some time to have a conversation about their responses. Then, introduce your types of angles and check in for understanding from all students. When you think the students understand what these angles are, praise them for listening and helping each other learn about angles. Tell them their homework is to find these types of angles in their home and neighborhood. Ask if there are any questions, answer them, and then tell the students goodbye. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). Before beginning your work on this task, do the following: Step 1: Go to the course section “Introduction to Your Simulated Classroom Experience” and read the instructions for scheduling and accessing your simulated classroom experience. Step 2: Schedule your simulated classroom experience. Step 3: Read the requirements in this task. Step 4: Complete your simulated classroom experience. A. Write a reflection of your simulated classroom experience by addressing the following: 1. Discuss how using the visual support accommodation might have helped the student with an exceptionality (dyslexia) learn the mathematical terms. 2. Discuss one thing that happened while you were teaching that you might do differently in your future classroom. B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. C. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC SOE PROFESSIONAL DISPOSITIONS AND ETHICS : NOT EVIDENT The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. A1:VISUAL SUPPORT ACCOMMODATION NOT EVIDENT A discussion is not provided. APPROACHING COMPETENCE The discussion inaccurately addresses how using the visual support accommodation might have helped the student with dyslexia learn the mathematical terms. COMPETENT The discussion accurately addresses how using the visual support accommodation might have helped the student with dyslexia learn the mathematical terms. A2: TEACHING IMPROVEMENT: NOT EVIDENT A discussion is not provided. APPROACHING COMPETENCE The discussion does not include 1 thing that happened while the candidate was teaching that the candidate might do differently in his or her future classroom. COMPETENT The discussion includes 1 thing that happened while the candidate was teaching that the candidate might do differently in his or her future classroom. B:SOURCES NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. C:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. REFERENCE LIST Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford, UK: Oxford Brookes University.
Subject: Do My assignment