W5A2

Clinical Field Experience C: Science and Health Mini-Lesson Plan

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Clinical Field Experience C: Science and Health Mini-Lesson Plan

Part 1: Science and Health Mini-Lesson Plan

Part 3: Reflection

How Students’ Data Supports Instructional Strategies and Learning Needs

Data on students’ performance, competencies, and demographics supports the developed instruction since the data serves as a reference material that guides instructional strategies applied by teachers. The curriculum and state education standards have guidelines that offer examples of teaching strategies that can be applied in a variety of settings. With an elaborate knowledge of students’ data, teachers can be able to choose the right instructional strategies and resources that suits students with diverse needs (Afriana, Permanasari & Fitriani, 2016). From the data, teachers can select, differentiate, and apply suitable learning strategies and equipment so that each selected strategy will appropriately suit each student’s social, physical, and mental abilities thereby increasing the effectiveness of knowledge-transfer processes.

Modifications that Supported the Learning Outcomes

Students have different mental and physical abilities so that not all learning strategies and resources are suitable for them. As such, modification of instructional strategies and equipment was necessary. For students with poor visibility and slow readers, audio-enabled electronic versions of the books were made available in each computer for each group. The texts and parts of objects were highlighted as they were read out to help struggling students not to get lost and to improve their reading skills. Furthermore, the classroom had to be rearranged during group discussion sessions so that each group consisted of students with varying levels of academic competencies to ensure that there was a competent student in each group who would offer help and guidance to struggling students in the groups (Westwood, 2018). Demonstrations of how trees are planted was done in bucket models of the ground in the classroom due to time limitation while sweeping and moping was avoided due to possible allergic reactions hence were demonstrated in videos.

Ethical Considerations

The main ethical consideration that needs to be observed is privacy and confidentiality of students’ learning and personal data. The teacher is supposed to handle and use students’ personal information discreetly by not sharing with the information with fellow teachers and other third parties unless if doing so would benefit the students or their families. Keeping private students’ information helps avoid humiliation and embarrassments that students can experience in the class or out of the school settings, which can induce emotional, psychological, and social inefficiency and ineffectiveness (Westwood, 2018). Furthermore, the teacher is not supposed to use students’ data to give examples to the class or to mention such information when punishing and awarding unruly and hardworking students respectively as this may lower the dignity of the students’ and their family members. This can cause social problems and low motivation on the part of the student, which can destroy students’ motivation for learning and respect to the teacher.

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school's students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261-267.