EDUC 200 Learners
EDUC 200 Learners EDUC 200
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Date Created: 06/21/16
EDUC200 Learner Report Your name: Kayla Burns Your student’s pseudonym: Alice Your Host Teacher’s name: Jessica Hanke Your student’s age/grade: 10/4th School: Finley Road Elementary Student’s biological sex: Female For each of the sections below, review your observation field notes, teacher information, classroom activities, and analysis of experiences with your student to identify relevant assets and challenges likely to influence your student. Insert a concise list or summary for each cell. Some cells may be blank. (List each information source in parentheses). Note: Your professor may direct you to use alternate Jensen SHARE classroom factors. Section 1: Context Analysis and SHARE Factors (40 Points) Part 1 (30 Points) SHARE FACTOR School Classroom Self (you) if applicable (S)Support the whole The School The classroom is set up in I was always there for child: Non-academic a way so that the student Alice. supports for your student would be able to socialize. The School does state The Classroom keeps a N/A (H) Hard data: Information testing so that they can data wall so that they can about your student’s find out how the student record data from their learning. did for that year. reading scores. The school does “check Again, the data wall so N/A (A) Accountability: Ways ins” where they meet with that the students can see your student’s learning is the student and really see what they did and what monitored and improved. how they re doing and they can do to improve help them. next time. There are faculty all The way the classroom is We played a lot of games (R) Relationship: Examples of relationship- around the school that set up gives the student and built a relationship building and positive supports every student opportunities to build through that. We also built relationships whether they know them relationships with the a relationship through the or not. other students. activities you had us do. (E)Enrichment Mindset- The school holds different Every 9 weeks if they get N/A Examples of enrichment things after school to help so many stars then they opportunities outside out various people get to have what they call classroom. whether it be the students a “wii day.” And I think or even the parents. that is a good little EDUC200 Learner Report incentive for them to do well. Part 2 (10 Points-5 points for each question) Analysis question 1: Based on the information above, is the SHARE model being implemented well for your student? In what ways? Explain. I do believe that the school/classroom “supports the whole child.” The school/classroom gives the student everything they need to be successful. It is mainly the students job to take these things that are given to them and use it to make themselves successful. And I also believe that they do a lot of “relationship building.” The students build relationships well with each other and with other teachers. Analysis question 2: Based on the information above, what is one important thing the school or classroom could do to improve SHARE for your student? I think one thing that the school/classroom needs to work on is “Accountability.” They have different things that does this but I personally don’t think that they have enough. Section 2: Development Analysis (Note—check with your professor for required developmental areas.) (40 Points) Review the information you collected during field visits. Fill in the chart below. List the 2 or 3 most important pieces of information in each cell. Part 1 (15 Points) Developmental Information Sources Area Teacher Interview Classroom Observation Student Activities Cognitive Shsthas a reading level of a I see that she loves to learn When working with her I Development 1 grader. She always has a and she loves to show can totally tell that she positive attitude about other students when she can’t read very well. I school. She doesn’t like does well. would say on a 2 ndor even receiving help. 3 level of reading though. Physical “She has no physical I see that compared to When working with her I Development development issues” other students in the didn’t notice ant issues. classroom she is relatively average. Social/Emotiona Socially she is “weird” I see that she does lack When working with her, she l Development according to other some social skills. Other had a hard time expressing EDUC200 Learner Report (Includes moral students. She has a hard students don’t like talking thing towards me. She development) time conversing with other to her because she is couldn’t quite get words students because she is labeled as “weird.” out in the right order so from Haiti and the others when she spoke it just take that as “We don’t have sounded like she couldn’t to involve her in anything speak. because she doesn’t belong here.” Part 2 (15 Points) Analysis: Based on the developmental information above information, analyze your student’s most relevant assets and challenges. List your student’s 3 most important developmental assets and challenges below. ASSETS FOR SUCCESS CHALLENGES TO SUCCESS 1. She loves to learn 1. She doesn’t really focus on anything or for very long 2. She has a great attitude toward school 2. Her parents don’t want her to get help because of the 3. She actually does her work label “stupid” 3. She doesn’t accept help very well Part 3 (10 Points) UDL for students challenged by poverty. Pick your student’s most significant challenge to success as stated above. Pick one specific Jensen suggestion that you think would best support your student (include Jensen page number). Describe how you would apply and adapt the idea with the contexts of your student’s current classroom and school. The most important challenge to success that she has is that her parents don’t want her to get the help that she needs because they think that it is labeling her as “stupid.” I think that that has to do with “supporting the whole child.” With out the support that the student needs, the student will not excel like she should either. I believe that the student needs to have people that show that they believe in her so that she believes in herself. Section 3: Reflective Analysis (Check with your professor about desired length for reflective analysis) (15 Points) Part 1 (5 points) EDUC200 Learner Report Activities Description and reflection: Write a short description of a couple activities you implemented with your student. Explain how you worked with your teacher (if at all) to plan or implement the activities. Describe how the activities reflect your student’s challenges and interests. What did you learn about your student and what did you learn about yourself as a result of this activities? Most of the activities that we did were the ones out of the activities packet. I think that the activity that was most challenging was the one where she had to tell me a story based on the picture. She had a hard time comprehending what was going on in the picture let alone tell me a story from it. I learned that if she puts her mind to it that she could definitely come out as a winner. What I learned about myself was that I can teach someone how to do something that they didn’t think that they could do. I am glad that I could put faith in someone that didn’t have faith in their selves to begin with. Part 2 (5 Points) Reflections on students challenged by poverty: Review your journal notes and reflections and write a paragraph about your experiences this semester. What did you learn about your beliefs about students, schools, and teacher students challenged by poverty? Explain. What assumptions did you have prior to this experience? Have they changed? Explain. I had a ton of experiences this semester. I loved creating that relationship with the students. I know that we were only supposed to work with one basic student but I ended up learning about every single student. I enjoyed making that bond with every single one of them. My beliefs about people in poverty has not changed that dramatically. A lot of the information that we learned I already knew based on prior knowledge. Part 3 (5 points) Set a goal for your own teaching the next time you are given the opportunity to work with a learner challenged by poverty. My goal for the next time is to learn just a little bit more about my student. I believe that if I would have known just a little bit more then I would have been able to know just what she needed more. *5 points will be assessed for proper use of grammar and writing conventions (see the rubric for specific instructions) Kayla Burns EDUC 200 Field Activities Packet for EDUC 200 Summary of Activities Activity Description Activity 1 Getting to know your school. University students will ask a series of questions related to the context of their school in poverty. Activity 2 Getting to know your classroom. University students will observe in the classroom to understand where students in poverty are learning. Activity 3 Teacher interview. University students will interview their host teacher about developmental domains associated with their student in poverty. Activity 4 Getting to know your student. University students will observe and introduce themselves to a student. Activity 5 Student thinking. University students will play a game with their student to understand their level of cognitive development. Activity 6 Student attention. University students will do an observations related to student attention. Activity 7 Language development. University students will conduct an activity to understand the language development of their student. Activity 8 Student social relationships. University students will conduct an observation to understand the socialemotional development of their student in poverty. Activity 9 Moral development. Students will conduct an activity with their student to understand their moral development. Activity Farewell activity. University students will thank their teacher and student 10 and ask some parting questions about the student’s experience. Kayla Burns EDUC 200 Activity 1 Activity one involves university students getting to know the context of a school in poverty. The questions in Table 2 could be answered by a principal, teacher, or researched online. The purpose of this activity is to examine where students in poverty are living and what types of supports are available at the school and in the community. Table 2 Activity 1 Getting to Know the School Question Answer (source) What are the areas of most academic Math, science and ELA; Math and literacy concern for students in this school? expectation guide What are other important areas of student Safety and wellbeing; 82% free/reduced need? lunch What programs and supports are available Extra employees, ELA and Math coaching, within the school day to help students be small groups, reading recovery successful? What after or outofschool programs and Stepping high, back the pack, community supports are available (includes community helpers programs and supports)? What does the school do to encourage Title one nights: math activities, open parent involvement? house, games, carnivals, partners: parent/teacher involvement and the PTO What programs and services in the school Dental van, stepping high, walk to school promote student health? day, and back the pack Describe the physical appearance of the 58 years old, plumbing issues, expanded in school. 1977, there is a building crack What are the student demographics, how 407 students; 258 are African Americans, many students attend the school? 19 Hispanic/Latino, I islander, 3 native Americans, 106 white, 18 mixed races. How many qualify for free and reduced 82% lunch? How many students are labeled ELL? 8 How many students are labeled with a 36 in selfcontained, 64 in speech, 8 deaf, disability? 70 IEP What else did you learn about the school The community is very involved with the and community today? school Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? Today we toured the school, met the assistant principal and met our host teacher. Why did it happen? Today was our first day at the school. What might it mean for students in I am not sure that there is any way I can answer poverty? this question for today. What are the possible implications for The teacher knows that I will be in that your teacher? classroom for a couple of weeks. Kayla Burns EDUC 200 Activity 2 Getting to Know the Classroom In this activity, university students will get to know the context of the classroom of a school in poverty. The students should spend at least the first 20 minutes observing the classroom. The students should first draw a picture of the classroom and include the desk placement, location of technology, seating areas, areas for movement, etc. This should be included in their activity write up for the day. One resource the students could use is an online tool that allows you to “draw” a classroom online and print out the result (http://classroom.4teachers.org/). After drawing the classroom layout, students should answer the following questions in the Table. Questions Answers How many students and adults are in this room? 9:11 ; 1 teacher What is the male to female ratio? Describe any health concerns among students Many of the students can not focus you notice (body weight, alertness, vision or for a long period of time. hearing problems, mobility problems, etc.). Does the room support and encourage There is very little room for appropriate movement for students of this age? movement for the students. There’s Explain. room for them to get out the door. Is the technology and equipment size and The teacher has her writing on the placement appropriate for the body size and board big enough to where everyone movement needs of the students? Explain. can see. Describe any ways the classroom encourage The classroom encourages student student engagement. Include teaching activities, engagement by there being books all physical places, equipment, class climate, etc. around the classroom. In your own words, describe the overall The classroom climate is very classroom climate. controlled. There is also a bunch of positivity in the room. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? I met with the host teacher so that she could assign me the student that I would be working with. I also met with and introduced myself to my student. Why did it happen? This was our first day in the actual classroom and to see our student. What might it mean for students in This information is based on students in poverty. poverty? What are the possible implications for The teachers at the school have a lot to do with your teacher? the children learning. Without the teachers willing to do things for these students the students wouldn’t have the learning that they need. Kayla Burns EDUC 200 Activity 3 Teacher Interview on Developmental Domains. University students should ask their host teacher questions about the student they are working with in regards to several areas of cognitive development. The answers to the questions should help the university student understand what areas their student needs help with as well as their strengths. The survey could be filled out through an interview process in person, over the phone, or via email. The university students should understand the relative nature of the information collected, as the data will only be a sample from one teacher in one classroom comparing one student to a group of his or her peers. Despite this drawback, valuable information about a student can be gathered and will assist in the university student’s overall conceptualization of their student. The questions for this activity are located in the Table, with a full protocol with instructions found on BB. Table 5 Host Teacher Questions Question Answer What are some strengths (23) and She has the reading level of a first grader. challenges (23) related to the student of She always has a positive attitude about interest and his/her cognitive development? school and she enjoys asking for help from Please provide any pertinent information others. to support your answer (results from an assessment, inclass observation, etc.). What are some strengths (2 She has no Physical development issues. 3) and challenges (23) related to the student of interest and his/her physical development? Please provide any pertinent information to support your answer (results from an assessment, in class observation, etc.). What are some strengths (2 Socially she is “weird” according to other 3) and challenges (23) related to the students. She has a hard time conversing student of interest and his/her with other students because she is from social/emotional development? Please Haiti and the others take that as “We don’t provide any pertinent information to have to involve her in anything.” support your answer (results from an assessment, inclass observation, etc.). How do you use "hard data" to maximize Uses Canvas and Ipads your teaching and adapt for the student's learning? Kayla Burns EDUC 200 How are you held accountable for the Data Wall update reading level every student's learning? week to principal and the end of the year testing. Reflections Reflection Question Response What happened today in the field? I went into an empty room with my student and got to know her a little bit more. I also worked with her on some math problems. Why did it happen? We needed to work on some things to get her caught up in class. What might it mean for students in Students in poverty have a very different poverty? learning pattern than students who grow up a little differently. The student’s family life has a lot to do with the way that they learn. What are the possible implications for The teacher has drawn the conclusion that all your teacher? students do not learn the same. Kayla Burns EDUC 200 Activity 4 Getting to Know Your Student’ The purpose of this activity is to examine a student’s interactions with the teacher and content being presented in the classroom. This should allow for university students to gain a perspective on how their student is learning. For this activity, university students will first observe the classroom for 15 minutes. During this observation, students will take note of the type of questions that are asked. Below is one format that could be used to analyze the questions and their content in terms of lower order thinking skills or higher order thinking skills being posed in questions by the teacher. Not every student will witness a question being asked in those 15 minutes, if not, students should observe the classroom. Question Asked Asked by Teacher or Student HOTS, LOTS, or other? Why? teacher Can you help me? student After the observation, university students should introduce themselves for this activity. Below are the steps for how this can be accomplished. The university students should then answer the two additional reflection questions about this experience. 1. Introduce yourself and tell your student what to call you, your major at school, and where you are from. Share appropriate information only. Explain you are learning to be a good teacher by visiting their school and with tem this semester. 2. Ask your student to tell you about him or herself. Use the list below to get answers to these potential questions: a. What do you like to do when you are not in school? Play soccer b. What hobbies do you have? Collects cards c. What is your favorite time in school? Lunch d. What is your favorite food? Mac n cheese e. What do you want to know about me? Favorite color? 3. Next, tell them you want their help with a drawing game. First, draw a map of your own home (use the campus or other location). AS you draw the map, label important places nearby, telling the student why each place is important. Now have your students draw the map showing their home and the area surrounding it. Ask them to label objects or places. 4. Thank the student for their help and ask them if they have any questions. Reflection questions: 1. What did you learn about your student that you might use when you continue to work with them this semester? I learned that she loves math and is very good at it so I probably wont hit on that part very much while I am with her. 2. What did you learn about their fine motor skills during the mapping activity? She is very good at drawing. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? I allowed the student to ask me any questions that she wanted to ask me and I also asked her some of my own. Then we mapped out her house on a sheet of paper. Why did it happen? We did it because that is what we needed to do. What might it mean for students in Students in have different interests. This part poverty? doesn’t have to do with students in “poverty” so much. What are the possible implications for The teacher didn’t have much to do with this your teacher? activity. Kayla Burns EDUC 200 Activity 5 Cognitive Development The purpose of activity five is to examine a student’s cognitive development. The university student should have a basic understanding of Piaget’s theory of cognitive development. This includes the concepts of conservation and abstract thinking. Because university students might be at sights that include students of varying age levels, two activities are listed and should be used according to the student’s age group. This activity will have university students instructing students through a task and reflection on this process is also essential in terms of understanding their development through this series of performance based assessments. Cognitive Development Activity (4 to 8 year olds). University students should bring with them 20 coins (e.g. 10 pennies and 10 dimes). The student would then place one row of ten samecolored items in front of the child. The university student would then ask the child to make an identical row with the other set. Afterwards the child should be asked if the two rows have the same number of items or if one row has more. The university student should not move on until the child agrees the two rows are the same. Afterwards, one of the rows should be spread out and the other row should be pushed together. Figure 1 is a visual depiction of how this should look. Row 1: 0 0 0 0 0 0 0 0 0 0 Row 2: 0000000000 Figure 1. The university student should then ask the child if the rows are the same or if one row has more and ask the child why it is the same or why one has more and which one. If the child says one row has more, ask the child where the more came from. Record all responses. Cognitive Development Activity (Upper Elementary to Middle School). The purpose of this activity is related to research conducted by Mosher and Hornsby (1966) related to class inclusion with the game of 20 questions. Children above the age of eight typically used a constraint strategy, whereas students below that age simply guessed at what the researcher was thinking. The following activity should be conducted as follows. Tell the student: “I am thinking of something in this room and your job is to figure out what I am thinking of. To do this you can ask any question that I can answer by saying yes or no, but I cant give you any other answer. You can ask as many questions as you need to, but try to find out in as few questions as you can.” University students could as the door in the room as the answer to the first game. If the student asks questions that are not yes or no answers, tell him/her that you cannot answer those kinds of questions and restate his/her question as an example. Allow the child as many questions as needed. Write down each question verbatim. When the child reaches the correct answer, praise him/her. Kayla Burns EDUC 200 Next, say, “Let’s try another one. I’ll make it harder this time. I’m thinking of something in the room again. Remember, you as me questions that I can answer yes or no. You can ask as many questions as you need to but try and find out in as few questions as possible.” The university student should use their pen as the answer this time. After playing these two games, the university student should say, “Now we’re going to play another question game. In this game I will tell you something that happened and your job is to find out how it happened by asking me questions that I can answer yes or no. Here is what happened: A man is driving down the road in this car. The care goes off the road and hits a tree. You have to find out how it happened by the way I answer questions you ask me about it. But remember, I can only say yes or no.” If the child asks questions that cannot be answered by a yes or not answer, encourage them toe rephrase the question. The answer to the problem is that it had been raining, the car skidded on a curve and went off the road and hit a tree. University students should score each question asked for each of the three problems as belonging to one of two categories: 1. Hypothesis: a hypothesis is a guess that applies to only one alternative. A yes answer solves the problem. A no answer simply eliminates one possibility. An example in the first game would be, “Are you thinking of the couch?”. An example in the second game would be: “Did he get stung by a bee?” 2. Constraint: A constraint question covers at least two possibilities, often many more. A yes answer must be followed up to narrow down the possibilities (e.g., I sit one of the toys?) an d a no answer allows the child to eliminate a whole class of possibilities (e.g. Was it because of another driver?). University students should report the following after this activity: 1. How many questions did the child ask on each problem? How many were hypotheses vs. constraints? 4 questions on the first one with 4 hypotheses and 0 constraints and 35 questions on the second one with 10 hypotheses and 25 constraints. 2. Did the child do better on the concrete operations (first two games of 20 questions) or on the formal operations (story problem)? Or was the performance the same? The child did better on the concrete operations. 3. Is the child’s performance consistent with the Mosher and Hornsby study? Did you subject behave in a away that would be expected on the basis of his or her age? If not, what explanations can you offer? This activity was more difficult for my 4 grader because she seemed to not grasp the concept of what we had to do. She could not interpret what it was. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? We played a bunch of games with the student. Today was a good day. Why did it happen? That was our activity for the day. What might it mean for students in Students in poverty sometimes don’t have the poverty? attention at home, so when someone shows interest in them they eat it up. What are the possible implications for The teacher acts as this person that they seek your teacher? attention from. Kayla Burns EDUC 200 Activity 6 Student Attention The purpose of this activity is to have the university student examine how much students pay attention during the course of an observation and compare and contrast this information with the individual student they are working with. The following process should be used in order to complete this activity. Step 1: Pick four random students (two boys and two girls, none of these students should be the student you have been working with). The fours students should be from different parts of the room. Watch these four students to see if they are ontask (attending to the teacher, working on appropriate tasks) or offtask (doing anything other than what they should be doing). Each 30 second look at each student and rate them as plus (+) if ontask, or minus () if offtask. Use the table below to track the data for 10 minutes. Studen _ + + _ _ + _ + + _ + + + _ _ + + _ _ _ _ t 1A Studen _ + _ _ _ _ _ _ + + + _ _ + + _ + _ + _ + t 2J Studen + _ + + + + + + _ + + _ + _ _ _ _ + + _ _ t 3G Studen _ _ _ + + + + + _ + _ + + _ _ + _ + _ _ _ t 4M Step 2: Calculate the aver amount of time each student was ontask. Write that percentage in the last column. Then answer the following questions: 1. What were the students doing when not ontask? Talking to peers 2. What things were going on when students had the most attention to task? Watching a video 3. Do you think theses fours students had typical attention plans compared to most others their age? Explain. Yes, each student has typical attention spans for a fourth grader; maybe student 3 had a longer attention span than anyone else. Step 3: The university student should then ask the student they are working with the following questions: 1. What things are easy for you to pay attention to in school? movies 2. When is it hard for you to pay attention? All the time 3. What do you do to help yourself pay attention? Look up 4. What does your teacher do that helps you pay attention? she tells me to focus Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? She didn’t meet with me. Why did it happen? I was sick today so I decided to just observe instead of meeting with my student just incase I got her sick I didn’t want to do that. What might it mean for students in N/A poverty? What are the possible implications for N/A your teacher? Kayla Burns EDUC 200 Activity 7 Language Development The purpose of activity seven is to have the university student complete an activity to examine aspects of their student’s language development. One method to get the student talking is known as the Tell Me a Story (TEMAS) test (Costantino, Malgady, & Rogler, 1988). The process includes the following steps: 1. Show the student the response card (such as the one in Figure 2). 2. Ask the student to tell you a story about the picture they have seen. 3. Write down as much of what the student says as you can, focusing on the main idea surrounding the story. Figure 2. Tell Me a Story Publishing (http://temastest.com). Although this test has been used to assess aspects of cognition and personality, in this case, the university students will use this method to elicit a conversation and record the student responses. Additionally, the university student should also use the following questions to guide their analysis. 1. What (in your estimation) was the longest sentence your student spoke? “The boy wont give me the ball back!” 2. What was the mean length of utterance (number of words per sentence) of the sentence above? 8 3. Does your student have typical sentence length for a person his/her age? Explain. I would say so, The student didn’t give me short sentences but she also didn’t give me long sentences. She met right in the middle. 4. Analysis aspects of your student’s language below. Provide an example from their language sample to illustrate your analysis. a. Was their grammar typical? Yes, She didn’t use any grammar out of her age range. b. Was their vocabulary use typical? Yes, She didn’t use any vocabulary out of her age range. c. Was their articulation typical? Yes, she articulated every word very well. Kayla Burns EDUC 200 d. Was their fluency typical? Yes, there were times that she would stutter a little bit but over all she did quite well. e. Was their pragmatic use of language typical? Yes. After answering these questions using examples from the TEMAS activity, university students should have some idea about the student’s use of language when compared to their typical peers. Reflections Reflection Question Response What happened today in the field? I had my student make up a story to tell me about the picture on the previous page. Why did it happen? That was our activity for the day. What might it mean for students in Students in poverty don’t have a very good poverty? learning capability so for the student to be able to comprehend a picture and then tell a story from it is very good. What are the possible implications for N/A your teacher? Kayla Burns EDUC 200 Activity 8 Student Social Relationships In this activity, university students will observe social interactions in a 10minute time span. The students will follow the template provided in Table 7 below. Table 7 Type of Interaction Instruction Not Instructional Student to student “Talk with your group Students talking about about some of the things games on their IPad. that has happened so far in the book.” Student and teacher They went up to her with Asking questions that were some work that they had to irrelevant to what they were turn in. doing. Group Activity “Talk with your group None about some of the things that has happened so far in the book.” Other None None The university student should then answer the following questions: 1. Does the room organization support student social interactions? Explain. Yes, the way the classroom is set up, the students are sitting at tables with 4 students per table. 2. Does the teacher build studenttostudent interaction into teaching? Explain. Yes, she has them work in groups a lot. 3. What common social skills do students in this classroom have? Some common social skill that they have are that they solving problems and working in groups. 4. What social skills do students of this age appear to need to work on? They need to work on making good/moral decisions. 5. List whatever else you notice about the classroom that will support student social skills. The classroom has a majority of rules when working together in groups and I think that that helps with keeping them on track while they are in groups. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? I observed some things going on in the classroom. Why did it happen? That was the activity for today. What might it mean for students in Students in poverty sometimes don’t have a good poverty? social life because of how they grew up. What are the possible implications for The teacher helps their social life by creating your teacher? these small groups and making them socialize a little bit with each other. Kayla Burns EDUC 200 Activity 9 Moral Development For this activity university students will first conduct an observation. The following questions should be asked during this observation: 1. Observe the physical setting of the room. Make a list of any classroom rules or procedures you see posted. How might these rules and proceeds influence moral development? Listen Raise your hand Respect others/others things Be responsive 2. What happens in this classroom that will encourage students to engage in “good” moral behavior (e.g. treat other kindly, be fair to others, do one own work, etc.)? If they are bad then they have to move their card down. The next step would be to tell the students a moral story and use prompts to ask the student about their responses. The university student should summarize the response to the questions following the story. Select one of the following stories: Story 1. In Europe, a woman is near death from an illness. There is one drug that the doctors think might save her. The drug is expensive to make. The sick woman’s husband goes to everyone he knows to try to borrow money, but he can only get half of what he needs. He tells the drug company that his wife is dying and that she needs the drug. He tells the company that he will pay them later. The company says, “No”. What should the woman’s husband do next? Should he break into the store and steal the drug? Why or why not? Story 2. Read this to your student, “You are shopping with a friend when you notice that your fiend is stealing something. You look around and notice that someone who works in the store is watching you. What should you do? Why?” After the response to the stories have been recorded, student’s should examine Kohlberg’s theory of morality and answer the following questions: 1. Do your student’s responses fit into one of Kohlberg’s categories? If so, which one? If not, why? No, she doesn’t quite understand what she has to do. She needs to work on comprehending things and stories. 2. Do you think your student is “typical” in terms of moral reasoning of students this age? Explain. No. I think that if she could comprehend just a little bit better then she could reason better. 3. Based on the answers you got, what would you do if you were the teacher to help your student mature their moral reasoning? Do exercises like every week. I think that the more that she works with them the better of a understanding that she gets. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? We went through some stories on activity 9. Why did it happen? It was part of the activity for the day. It was supposed to help us read our student so that we could see if they had good reasoning skills. What might it mean for students in N/A poverty? What are the possible implications for She could do exercises every week to help your teacher? improve this skill. Kayla Burns EDUC 200 Activity 10 Farewell Activity The university student should meet with the student they have been working with and plan a farewell activity (e.g. play the student’s favorite game, repeat a fun activity, etc.) and answer the following questions. 1. What did you do with your student today? Today we played some games that I let her choose. 2. Why did you decided to do this activity? I let her do this because it was the last day that I was going to be there and I wanted it to be a fun last day. 3. How do you think the activity went? I believe that it went very well. 4. Now that you are finished meeting with our student, list three strengths and three challenges you think they have that will influence their success. Strengths: 1. She loves to learn 2. She has a great attitude towards learning 3. She actually does her work Challenges 1. She can’t focus for very long 2. Her parents does not want her receiving help because of the label “stupid” 3. she is very good with criticism 5. If you were teaching this student, what are two things you would do to help them be successful? I fi were teaching this student I would help her by doing different things with her every week. I found that she works better when she is by herself. So I think that a lot of alone time with her would be very beneficial. Kayla Burns EDUC 200 Reflections Reflection Question Response What happened today in the field? We played some games. Why did it happen? Today was my last day. What might it mean for students in N/A poverty? What are the possible implications for N/A your teacher?
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