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Clinical Field Experience D: Targeted Teaching Activities

Objectives, learning activities, and assessments are all aligned to a standard. It is important to align these components so teaching can be targeted to meet the students’ needs. The data collected from the pre-assessment drives the creation of targeted learning activities. As always, reflection on these practices is a key element in improving practices. Use the data collected from your pre-assessment to determine an appropriate targeted teaching activity to implement during this field experience.

Prior to teaching your targeted activity (kindergarten), discuss with your mentor teacher your objectives, activities, and assessments. Use any feedback to improve the targeted teaching plan. Implement the targeted teaching activity and related assessment with the same student you have been working with during your field experience. Then debrief the experience with your mentor teacher.

In a word summary, discuss the results of your targeted teaching activity. Describe the conversation you had with your mentor teacher regarding the objectives, activities, and assessments. Reflect and explain how you designed, delivered, and assessed your targeted teaching activity. Indicate how you plan to implement what you learned in your future teaching practice.

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Sample Answer

Here are the steps involved in designing, delivering, and assessing a targeted teaching activity:

  1. Identify the learning objective. What do you want the student to learn? This should be specific, measurable, achievable, relevant, and time-bound.
  2. Develop learning activities that are aligned to the objective. These activities should be engaging and challenging, and they should provide opportunities for the student to practice the skills they are learning.
  3. Create an assessment that measures the student’s progress towards the objective. This assessment should be fair and accurate, and it should provide feedback to the student and the teacher.

Full Answer Section

Once you have designed the targeted teaching activity, you need to discuss it with your mentor teacher. This is an important step to ensure that the activity is appropriate for the student and that it is aligned with the teacher’s expectations.

After you have implemented the targeted teaching activity, you need to debrief with your mentor teacher. This is an opportunity to discuss the results of the activity, get feedback on your teaching, and make plans for future instruction.

Here is an example of a targeted teaching activity that you could implement in a kindergarten classroom:

Learning objective: The student will be able to identify and name the letters of the alphabet.

Learning activities:

  • The teacher will show the student flashcards with pictures of objects that start with each letter of the alphabet.
  • The teacher will play a game where the student has to identify the letter that is missing from a word.
  • The teacher will sing songs and rhymes that help the student learn the letters of the alphabet.

Assessment:

  • The teacher will give the student a quiz where they have to identify the letters of the alphabet.
  • The teacher will observe the student during activities to see if they are able to identify and name the letters of the alphabet.

After you have implemented the targeted teaching activity, you can debrief with your mentor teacher to discuss the results. You can also ask your mentor teacher for feedback on your teaching and make plans for future instruction.

Here is a summary of the conversation you could have with your mentor teacher:

  • Mentor teacher: How did the targeted teaching activity go?
  • You: The student seemed to enjoy the activities and they were able to identify and name most of the letters of the alphabet.
  • Mentor teacher: That’s great! I think you did a good job of differentiating the activities to meet the student’s needs.
  • You: Thanks! I think the flashcards and the game were especially helpful.
  • Mentor teacher: I agree. Those are both great activities for helping students learn the letters of the alphabet.
  • You: I’m glad to hear that. I think I’ll use those activities again in the future.

In addition to discussing the results of the targeted teaching activity, you can also ask your mentor teacher for feedback on your teaching. This feedback can help you improve your teaching skills and become a more effective teacher.

Here are some questions you could ask your mentor teacher:

  • What did you think of my teaching style?
  • Were the learning activities appropriate for the student?
  • Did I provide enough feedback to the student?
  • Are there any other ways I could have improved the targeted teaching activity?

The feedback you receive from your mentor teacher can be invaluable in helping you improve your teaching skills. By taking the time to reflect on your teaching and get feedback from others, you can become a more effective teacher.

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