This field experience was a little different from all the rest because we were focusing on the way that the teacher presented information. We had an opportunity to sit down with the teacher and interview them about how they plan their lessons and what key things they need when planning:

Field Experience:

Denise Turner – Charles Helmers Elementary School – 3^rd/4^th grade Mild/Moderate SDC

Introduction:

Prior to my interview, Denise and I discussed the evidence-based learning map and the six elements. We talked about how each element is vital when considering a lesson plan and ensuring that the material is presented in a way that allows each student to access the curriculum. Each of the elements in the learning map is important to be aware of in order to ensure that every lesson is specifically designed in a way that every learner is able to meet their academic goals and objectives.

Due to her classroom being a special day class, it was important to acknowledge the benefits of incorporating technology in the classroom. According to Myer, Rose, & Gordon, teachers “find, adapt, and even invent technologies that would help students with disabilities overcome the barriers they faced in their environments, especially in schools” (2014, pg. 2). Denise is able to use technology in a way that allows for multiple means of representation, action and expression, as well as engagement.

She also encourages her students to have a growth mindset and be willing to try new things in the classroom. “[L]earners with a growth mindset are motivated by self-development through learning. They perceive and seek out challenges as opportunities to expand their intelligence and ability” (Myers, Rose, & Gordon, 2014, pg. 31). Denise is continually planning lessons that enable her students to grow and change. This change is a part of the growth mindset that encourages deeper learning as much as possible.

Interview:

1. Learners:
   • What do you know about your learners in your classroom?
     • I have to keep in mind each of their disabilities that affects each of them. Based on their disability, they will each access the curriculum in different ways. A student with a language disability may have to have a lot of modeling of the speech that you might want them to say during the lesson.
     • I also have to consider their socioeconomic situation. I work in a very highly affluent area of town with upper-middle class families. This definitely is something that I am aware of when I consider the life experiences that they have had. I taught in a school one time where the kids lived on farms and actually did have chickens. So she knew a lot about that when we were reading a story. However, these kids have different experiences based on where they live in their upper-middle class situation. They might not even know the difference between a chicken and a turkey. So, I have pulled up pictures on my flat panel device and shown them what the difference is.
   • How does this affect the way you plan your lessons?
     • I am continually asking “what are their academic goals and how can I incorporate those goals into the lesson?”
     • Keeping in mind their attention spans is always important because some of my students cannot pay attention for long periods of time.
     • I have to keep in mind how much I will need to model what I am teaching and gauge how much I feel like they will be able to do independently.

2. Teacher:
   • How do your teaching practices and beliefs help you create an equitable and inclusive learning environment for all students?
     • I think that all students need to be included as part of the lesson no matter their abilities. One way that I do that is by using equity sticks in my classroom. Each kid has a Popsicle stick shaped like a person with their name on it. When I need a volunteer, rather than showing favoritism to some students, I will randomly pick a stick to choose a student. This also ensures that the students who are having a difficult time still have a chance to answer the question. This easily allows every student to participate. The students who struggle are going to need choices, so as I’m asking the question, I will give them choices that will enable them to more easily answer the question. For example, “Jo, what is the weather like today? Is it cloudy or sunny?”
   • How does this belief affect your planning stage?
     • I will specifically plan elements of the lesson that will allow everyone to participate and have access to the curriculum.

3. Target
   • How do you determine what your target is for your lesson? For example, how do you decide which standards you are aiming for and addressing in each lesson?
     • My standards for Math, Writing, and Reading are the Common Core State Standards (CCSS). I use the website to help keep track of all the different standards that need to be addressed. When I had 2^nd, 3^rd, and 4^th grade, I would keep separate tabs on my computer open at all times to track what we were doing.
     • Each year I check specific grade level standards. Sometimes I will keep a list on my computer of what the standards are for each grade level. Sometimes it can be difficult to keep the standards straight for each grade.
     • I also keep notes about each student and which standards they are struggling with. This allows me to organize my lessons in a way that lets me address the specific standard that the child is working on.
     • Occasionally the standards are obvious like for math or science. However, there can definitely be some broad standards for reading or comprehension. That’s why I try to keep a detailed list.
     • Each student that I teach has specific academic goals that need to be met as well. Their individual goals usually are already addressing goals that can be found in the CCSS.

4. Assessment
   • How do you decide how you are going to assess your lessons?
     • When I am planning my lesson and deciding what my objective is going to be, if it is something that is specific and clear, I am able to easily determine how I’ll assess that. It is in that stage of planning that I decide if it is an informal or formal assessment for whatever objective or outcome we are aiming towards.
   • Would you say that most of your assessments that you use are informal or formal?
     • Most of my assessments are for sure informal because I am constantly observing my students and asking questions throughout the lesson. This helps me determine whether or not the students are grasping the subject matter. This allows me to modify my lesson as I am teaching.

5. Instruction
   • What type of instruction do you engage in with your students? For example, is it project based, cooperative learning, direct instruction, etc.
     • I try to plan for as much variety as I can, especially keeping in mind the attention spans of my students. I usually will start off the lesson with some kind of hook that will quickly, and briefly grab their attention. I also will attempt to activate their prior knowledge. The direct instruction usually is short and direct so they are not overwhelmed. Then we usually have some kind of activity in order to reinforce whatever standard they are aiming for during that specific lesson.
     • Giving the kids an opportunity to move around can be important.
     • I also try and involve some kind of reciprocal communication. For example, “Turn and tell your partner…”
   • Do you incorporate technology in most of your lessons?
     • I definitely try to incorporate it in many different ways using our amazing IFP (interactive flat panel). There are so many ways that you can use it in an EL class. They use ProWise software. It is already teacher filtered with videos and images that I can use in the lessons. It allows me to actively move pictures and videos around while I am teaching. There are even games that you can use from ProWise that can help reinforce the lesson.
     • I use their Chromebooks as well and can even hook it up to the IFP.
     • Sometimes technology can be a little bit of a distraction for my specific students so I have to keep in mind what my specific target is for the lesson in order to determine if the use of technology is appropriate.

6. Management
   • What kinds of behavior management systems do you use in the classroom that helps to support your students’ access to the curriculum?
     • This is THE most important thing that helps students access the curriculum. If behaviors are out of control in the classroom the kids are simply not going to be learning.
     • It could be something as simple as verbal praise (“I like the way you are doing…”). It could also be non-verbal praise like a high five.
     • My main behavior management system involves the students earning stars in order to spend them at the “treasure box.” I can hand out these rewards even while I’m teaching.
     • I use a lot of “if/then.” If you do your work, then you can…”
     • Parent communication through their day notes is important. Students can earn “happy faces” on their notes and I can say to the kids that I’ll need to change their day note if they are exhibiting inappropriate behaviors. This helps reinforce positive behaviors.
   • How effective are all these measures in maintaining control in the classroom throughout the lesson?
     • They are very effective. Overall when I have a reoccurring behavior in the classroom it is usually due to some extenuating circumstance. For example, something at home could have set them off that day.
     • Effective behavior management is VITAL for helping students access the content.

Conclusion (analysis and critical opinions):

During my interview with Denise, it became abundantly clear to me how important each of these six elements is in implementing effective lesson plans. Understanding the learner is critical in order to have an awareness of the prior knowledge or experience that each student has. Knowing how my beliefs as a teacher can affect my lesson planning process is also a key element that can enable my students to better engage in the lesson. According to Meyer, Rose, & Gordon (2014), engagement is needed for successful learning.

When it comes to structuring the lesson plan, the target, assessment, instruction, and management elements are the core of what the lesson actually looks like. In order for students to effectively access the curriculum, it is important to have clear goals, objectives, and outcomes in mind that will allow you to meet the standards that are set for each student. For me, as a learner, sometimes these elements seemed separated or abstract but Denise was able to show me how they are all connected and each important for running an effective classroom. She was able to remind me of how important our efforts are in the classroom. “The ultimate goal of our efforts as educators is to engage, challenge, and support each learner to become the best [they] can be” (Meyer, Rose, & Gordon, 2014, pg. 22-23).