Module 5 field test form r3
- 1. Field Test Form Background information about the instructor, lesson, and students provided in the sections below: Instructor’s name: Mindy Van Galder Strategy: Group Summarizing and Compare and Contrast Graphic Organizer Description of Group of 5th grade students with learning disabilities students / learners: 2 boys and 2 girls Content Area Social Studies Application: Unit, lesson, or topic Review for Social Studies Test on the U.S. Government title: Materials needed for Students notes the lesson: Compare/Contrast Sheets Highlighters Description / explanation of the instruction of the strategy including Before, During, and After components of the lesson provided in the sections below: Before: To activate prior knowledge the students participated in a Jeopardy How did you introduce Game with their whole class. So, the students were refreshed on the the strategy, prepare the concepts they had been studying in social studies class. students? I then took the students across the hall to complete the activity. I How did you activate prior knowledge and introduced it by asking them if it was difficult to keep the branches of build background government organized in their brains. I then told them that I had a way knowledge? that we could break each one down so that we would be able to remember them better for the test. During: I took one of the student’s notebooks and read their notes on the Judicial What did you model for Branch of Government aloud to the group. I then modeled how to instruction? summarize it into key components. I created a list on the board. What were the students The students were helping me as I did this by answering questions and doing? How did you support by helping me identify the key concepts. I then paired them up and they students during the had to develop a list of key concepts for a branch of government. I lesson? supported them by walking around and answering any questions they had. The students then recorded their list on the board. We read them aloud as a group. I had them identify some differences they noticed as well as similarities. Next, I passed out the Compare and Contrast worksheet. I demonstrated how to complete the graphic organizer by comparing the Legislative Branch to the Judicial Branch. Students were then paired up and compared the other forms of government by filling out the worksheet.
- 2. Each group then shared their answers. We then looked at our board of information and organizers to think of ways we could remember the information. We highlighted things such as Judicial Branch begins with the letter “J” and so does the word Judges. The Legislative branch begins with the letter “L” and they make “L”aws. The President is part of the Executive branch because he is responsible for executing the laws. After: To help the students process the information I had them turn their backs What to the board. I then asked them a few questions such as: processing/reflection did What branch of Government do Judges work for? you and your students The President is a part of what branch of government? do about the success of the lesson and value of What does the judicial branch do? the strategy for aiding They were able to remember all of the answers. learning? Reflection on the lesson, including student reaction and ideas for modifying or adapting for future use provided in the sections below: OBSERVABLE STUDENT The students were very cooperative in the lesson. They liked getting to REACTION: work with one another and share their ideas. They were able to develop Two details explaining fun ways to remember different concepts about the government. the student reaction A modification I would make is to do it with the entire class. It was a including attitude of fun activity that I think all of the fifth graders would have benefited students towards the strategy, ability of from not just my students with learning disabilities. Next year I will students to use the suggest that I teach the lesson to everyone. strategy, and/or success of the strategy for helping students understand the content that is included.
- 3. REFLECTIONS I made a change to the original graphic organizer activity by adding ABOUT highlighter and highlighting key information. We then used the MODIFICATIONS information to create ways to remember it. This was a very fun way to OR have the students study the concepts. They came up with very creative ADAPTATIONS ways to remember the information that everyone benefited from. STRATEGIES: As stated above the only modification I would make is to teach the Detailed explanation of lesson to the entire fifth grade class. I think the activity was informative how you analyzed the and one that all students would benefit from. effectiveness of the strategy and how to improve the lesson. For example: changes for introducing and modeling the strategy, supporting students, materials used with the strategy, and/or how students reflected on the learning strategy through discussion, a rubric, or a checklist.
- 4. DIVERSITY: ELL Students: One of the students who participated in this activity was Explanation of ways you an ELL student. She was able to participate and demonstrated a clear would adapt and understanding of the task. I think the key to this was that the vocabulary implement instructional terms were defined in a clear and simple way. Also we were working as approaches, as well as materials, to meet the a group so she was able to ask her fellow classmates and me questions language proficiency when needed. needs of (a) students who struggle with B) All four of the students who participated in this activity were learning to read and struggling readers and writers. Modeling the activity for the students and write, and (b) students having them work collectively helped them understand the tasks. Also, who are not fluent with having the graphic organizer helped them be better organized and that the English language. For allowed them to make connections. example: changes for introducing and modeling the strategy with struggling learners and ELL learners, (a) students who struggle with learning to read and write, (b) students who are not fluent with the English language, supporting students, materials used with the strategy, and/or reflection or follow-up. PROFESSIONAL I plan to share this information with the fifth grade teacher. I think this LEARNING AND lesson is differentiated and a great way for all learners to grasp the LEADERSHIP concepts. Hopefully, in the future we will use this activity or modify it Description of how you to fit other review material with the entire fifth grade class. I plan to will share your learning share with her the effectiveness it had with my students, and suggest that with individual or groups I use it to review with the entire fifth grade. of teachers. For example: level one coaching such as: providing instructional materials to colleagues (handout of best practices, graphic organizer, a list of recommended books and web sites), a discussion about providing differentiated instruction and/or adaptations that will help ELL students transfer lessons to obtain full literacy and be agents of their own literacy learning.
- 5. Providing differentiated instruction and/or adaptations that will help ELL students transfer lessons to obtain full literacy, demonstrating how students can be agents of their own literacy learning. Written Communication Organization and presentation of ideas is exemplary with great clarity, cohesiveness, and professional language. Neatly typed paper, double spaced, 12-point font. Zero spelling, grammar, and or mechanical errors.