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Engaging Curriculum Adjustments for All Learners

1. The document describes a classroom during COVID times, noting adjustments made to the curriculum to engage diverse student experiences and backgrounds. 2. Accommodations and modifications are implemented in lessons, including partner/group activities for ELL students and modeling activities for exceptional needs learners. 3. Developmentally appropriate challenges are included to keep students engaged, such as inquiry-based science lessons with independent or small group tasks to promote growth.

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88 views1 page

Engaging Curriculum Adjustments for All Learners

1. The document describes a classroom during COVID times, noting adjustments made to the curriculum to engage diverse student experiences and backgrounds. 2. Accommodations and modifications are implemented in lessons, including partner/group activities for ELL students and modeling activities for exceptional needs learners. 3. Developmentally appropriate challenges are included to keep students engaged, such as inquiry-based science lessons with independent or small group tasks to promote growth.

Uploaded by

api-530933246
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Classroom Description (COVID Edition) ☹️

1.1- Adjusts curriculum to engage student experiences


Even though this year looked different for practicum, I did not let that stop me from
thinking about what would benefit every learner I could potentially work with at some point. As
I began planning these lessons, I wanted to adjust the curriculum to engage student experiences.
Although I did not have a specific class to learn from their cultural and educational backgrounds,
I took a broader approach and decided to cater each of my lessons to fit and adapt students of all
backgrounds. In my math lesson, I made sure to come up with real-world application problems
that would meet the needs of every learner. In each of my lessons, I tried to not make
assumptions about what students know or do not know. I wanted to make sure that I designed
instruction for all students who may interact with my lesson.
1.5- Implements modifications and accommodations
In each lesson, we are given a section to reflect on how we would provide
accommodations or modifications to our lesson, if needed. Again, not having an actual class did
not set me back from thinking of all learners who may need extra support. When I got to this
section in each of my lessons, I reflected on my previous practicum placements. Although not
every classroom will be the same, I wanted to make sure that I was using my resources to make
an informative guess on students I may encounter with. For each lesson, I created an
accommodation for ELLs. Taking the ELL in the 21st century course this semester has opened
my eyes to how we can sometimes glide over those students assuming they understand when
sometimes it may be difficult for them to communicate their needs. For most activities, I tried to
make them partner or group activities. I personally believe that students benefit from
collaboration and we have learned the benefits of ELLs working alongside English proficient
peers and how it boosts their confidence and motivation. I also kept in mind Exceptional Needs
learners. With being a double major, we have learned the importance of providing extra support
and accommodations for our learners with disabilities. For each lesson, I modeled the activity
before sending them off on their own. In every lesson, under the check for understanding, I made
sure to implement strategies that I would use to apply for students who did not meet the lesson
objective.
1.8- Creates developmentally-appropriate challenges
In every lesson, my main goal is to keep the learners engaged and be an encouragement
to push them to do their very best. In each lesson, I planned out activities that were
developmentally-appropriate. I used my prior knowledge of being an observer in a second grade
classroom over MayTerm and found activities that catered to the needs and interests of students
in that age range. In my science lessons, students were learning through inquiry. Although this
allows for some self-exploration, I made sure that I emphasized the importance of giving
students a challenge or task to accomplish independently or in a small group. I believe this
promotes growth in every learner and allows students to take control of their own learning which
is so beautiful to watch happen.

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