Presentation/Assigment

STUDENT LESSON PLAN FOR Marcus Morales

Summary:

Summary of student: Marcus is a sweet eight years old boy from a loving and carrying low-class family. Marcus is a very active boy, he has a lot of friends in school and loves to play with his peers who share the same interests. Marcus respects his teachers and other authorities. He likes to be recognized for his achievements and receive individual attention from his teachers. Marcus begins to show some disruptive behavior in his second grade, he could not stay on task for a long time and start making noises, play with an object, or fighting. Marcus does not have any special needs. However, he receives individual support in the classroom to stay on task. He sees a social worker once a week to discuss his feelings.

My Observations: For all three: cognitive, social-emotional, and learning observations, I used the same lesson. Marcus was displayed to choose a book that he will read to the teacher and later answer some questions about the story. This lesson was made to observe how Marcus will concentrate on the given task and assess his reading skills.

During the cognitive observation, Marcus demonstrated the ability to follow the teacher’s instructions and comprehension of retelling most of the events in the story. However, Marcus showed frustration when he was not able to read some words, and he did not pay attention to key details in the story. Marcus was more focused on the pictures rather than the text, so some of his answers were more related to what he saw in the images than the actual story. At the end of the lesson, Marcus became distracted and lost his interest.

During the social emotional observation, Marcus demonstrated that he could accept feedback from his teacher, whether it would be positive or negative, but has difficulties in giving feedback to others. If Marcus has faced any problem, he can ask for help. Marcus can listen and implement the new knowledge that he was given. He was very enthusiastic to answer the questions, especially those that he knew very well. Based on the provided information from his teachers and parent, Marcus likes to share with his peers and assist the teacher when asked. However, Marcus feels discomfort in taking any initiative in some activities. Based on his social development, Marcus demonstrates an altruistic and cooperative approach in his behavior.

During the learning observation, Marcus was given the book that is a level higher than his reading level. At the time when Marcus was reading the second page of the book, he looked very disappointed and frustrated because he did not know how to read some words. This showed that Marcus was out of his ZPD, but possible to reach with help. When Marcus was struggling to read the words, the teacher provided guidance and support. Marcus felt more confident and relaxed when he was given verbal praise from the teacher. By receiving positive reinforcement and the teacher's help, Marcus was able to read the tricky words on his own at the end of the lesson that shows that he reached his ZPD.

Observation Log:

Data:

· Marcus is unable to concentrate for a long term and often becomes distracted. 

· Marcus is frustrating when he doesn’t know something.

· Marcus’s answers are concise and, most of the time is related to pictures that he saw in the book. 

Through all observations, Marcus has shown that he can follow the teacher’s instructions and accept help. Marcus is demonstrating an interest in the activity at the beginning, but later, he becomes distracted. His destruction is expressed in looking all over the room, playing with different objects, and restlessness. This shows that Marcus could not concentrate on one task for a long period.

Additionally, Marcus becomes very disappointed when he does not know something. However, he can ask for help and implement new knowledge in the future. According to social-emotional observation, Marcus is experiencing a hard time to make any initiative in some activities. However, he likes to be recognized for his efforts and accomplishments.

Furthermore, Marcus exhibits difficulties to express his thoughts in an open answer, and most of the time is using a few words responses. During my observation, Marcus has shown that he pays attention more to the pictures instead of the plot of the story.

SLP Questions:

How might the student's needs be supported?

Marcus needs one on one sessions that will help him improve academic performance and behavior. During the one on one session, the teacher could provide extra guidance on reading difficult words and expressing the thoughts in more consistent answers. This also could help Marcus to stay on task for a longer term as a teacher could keep him engaged and let him periodically move his body. Also, the prompts and reinforcements could be used to increase Marcus’s attention during classroom activities. Parent involvement will also be beneficial.

How will the developmental insights gained from the observations help you to promote learning opportunities for this student?

I would give Marcus a fidget toy or stress ball to help him concentrate better during the lesson. Also, I would use a motor movement activity that will allow Marcus to move his body throughout the lesson and stay focused on the task. I would break my lesson into junks and provide detailed guidance and support. It would benefit Marcus academically and help manage his behavior.

How does the student appear to learn best? How can this inform your teaching approach with this student?

Marcus learns best when he receives rewards and the teacher’s attention. I would implement the reward system, such as give him baseball stickers when he completes the tasks. Another option is to provide him with a choice time after every activity, such as five minutes walking, read a book that you like, or choose a sticker. Also, during the lesson, I would use verbal praise to encourage Marcus, such as saying “Good job,” “You are doing very well,” or “Let’s try one more time.” Marcus will feel the support and will work to receive the rewards.

What practices might be useful in constructing meaning for this student?

Since Marcus is a visual learner, he is focusing on the pictures more than a text. Therefore, sometimes he doesn’t remember what he read. Instead of reading the straight book thought and ask the questions, in the end, I would stop in the begging, middle, and end of the book and have a discussion with Marcus. I would ask him questions such as “Where is the setting, could you show it to me on the picture that you see?” or “Who are the characters in the story? Are they drawn on the picture?” to see if he is comprehending the story. It will also allow Marcus to analyze the text he read in three parts using the pictures that are drawn in the book.

How can the student's abilities be utilized?

It is clear that Marcus is a visual learner. I would use his strengths to help him succeed in given activities. I would implement visual supports in my lessons, such as providing more pictures and cartoons, creating a daily visual schedule, and provide animated picture boards. Also, Marcus learns best when he is interested in the topic. I would give Marcus the activities with topics of his interests, and it will help him engage more in the lesson and stay focused. Moreover, Marcus likes to be recognized and receive attention, so positive reinforcement and one on one guidance is a useful technique that I will use during my lessons.

Teaching strategies that would support Marcus’s needs:

1. Modeling: This technique is beneficial for students who are visual learners. It is important to show Marcus what the teacher expects him to do or how to complete the assignments. Showing to Marcus what I expect from him is much powerful, meaningful, and memorable than voice instructions. Also, I would model the appropriate behavior and social interactions to Marcus. This would help Marcus to learn that giving feedback can be very helpful and appreciated if it is done in an appropriate way

2. Operant Conditioning: Using operant conditioning is a method that encourages positive behavior in the classroom. Rewards could be different: stickers, stamps, free time, reading a book of the student’s choice, etc. I would also use negative reinforcement, such as taking away a special activity or something that students enjoy to do to eliminate bad habits. I would also have a one on one discussion with Marcus to explain what behavior will bring him rewards. Regularly providing written or verbal feedback is an effective strategy to improve Marcus’s learning.

3. Cooperative Learning: Students learn better when working in groups of peers. They will learn from each other. Marcus is a very communicable boy and likes to play with his friends. Therefore, I will plan an activity that requires students to work together to succeed. This will help Marcus focus on the activity and be engaged until the task is completed. 

4. A motor movement activity: Marcus is a very active boy, and he has difficulties to sit for a long time. He is losing interest and starts fidgeting in the middle of the activity. I will use the motor movement activity in my lessons to encourage students to move their bodies during a few minutes of physical activity. This could be dancing or doing some exercises together with the classroom. It will be beneficial for the whole classroom learning environment. Marcus will be able to move without distracting the class and then return to his task.

Three psychological theories that reflect Marcuse’s development: (Inferences)