How Does The Student 's Affect His Or Her Learning And / Or Behavior?

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

After talking with my host teacher, any students who have an IEP he assesses in order to determine his or her weaknesses and strengths in sports skills, fitness, and basic motor skills. Based on the results he creates long term goals that relate to the students overall program goal in order to be successful and meet the objectives for the class. The teacher stated that he mostly encounters advanced or gifted students. These abilities can range from physical abilities and performance or cognitive ability in regards to the use of knowledge and understanding

Inclusion in education also caters for a variety of other students such as gifted and talented, students that speak English as a second language (EAL/D) or students that come from diverse backgrounds, including refugees. These children have a right to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. Teachers can use the Australian Curriculum flexibly to meet the individual learning needs of gifted and talented students.

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Student C was administered multiple assessments over the course of the semester to identify the strengths and weaknesses of his reading ability. The initial assessment given was the reading interest inventory enabling me to see what the motivations behind his reading were and what his interest level was for the subject. He doesn’t find much interest in reading, however he feels that it is important to be able to read quickly. The reading interest inventory indicated that Student C did not enjoy reading in his free time, but when he did have to read he enjoyed books about sports, adventures, mysteries, and funny stories. The second assessment that was given was the San Diego Quick Assessment. The San Diego Quick Assessment provided an independent level of second grade, an instructional level of third grade, and a frustration level of fourth

I have picked two Focus Students who reflect diverse adapting needs and will have changed appraisals. Focus Student A is an interpersonal learner. When this student is permitted to work with another student, his engagement and understanding dramatically increase. Also, Focus Student A scored higher than his class on the pre-test, which let me know that an expansion in meticulousness is required. Focus Student A will have the researcher role amid the assessment. These alterations are being made for Focus Student A. Focus Student B is a spatial, visual learner. When this student is permitted to draw or dissect photographs, her engagement and perception increase. Also, Focus Student B scored lower than her class on the pre-test, which let me know

The purpose of this discussion will be to address the following contextual area: instructing undergraduate level students in the subject of legal ethics. The diversity with which a typical college classroom can consist of will likely make the learning process more complex for the instructor and therefore, an additional purpose of this discussion will be to explain how the learning process should occur at this level of study, to include how the instructor can choose the best practice(s) that will best meet the individual needs of the students.

I have one above grade level student, two grade level students, and two below grade level students. The students I choose are the ones that are most likely to be overlook because they are to quiet and don’t have any outward behavior issues. I also chose one high level student because I wanted to see how I can provide additional resources for student who works above grade level. The lower level students have different abilities when it comes to reading and writing. One student does better in reading comprehension and the other struggles with comprehension but is better at decoding and sounding out words.

After reading “On Becoming a Better Student” by Donna Farhi Schuster, I started to think about some of the idea she mentioned. I have always been a curious person. I have always wanted to learn more about what I was interested in, but that stopped in high school. Expressing interest in something in high school was not something I did often. I was so overwhelmed with busy work in school that I was exhausted by the time I had time to actually sit down and research something I was interested in.

The results of the study showed that there are two major misconceptions of hearing high school students towards the Deaf and HoH community. These misconceptions revolve around the statements “American Sign Language and English are the same” wherein the students thought that ASL and English Language differ in structure and use when in fact it is the same with the English Language and “Deaf people should invest in cochlear implant surgery (a device put onto the brain to allow limited hearing)” wherein there’s the idea that they are “supposed to be better” instead of just being proud for who they are. The least ideas with misconceptions were “Deaf people can read and write” in which students mostly agreed and “Deaf people do not own homes/houses”

Assessment is essential as the information gathered is how the students are progressing to the learning outcomes and performance standards. Upon completing this artifact, it is recognized how assessments impact how instruction should be delivered, and recognizing that all students will learn differently. As an educator, flexibility and adapting to the diverse learning environment is necessary to ensure all students are grasping the material. Realizing there are those who do not test well and trying to find ways to assess those skills through class discussions or group work while encouraging the students and praising them for their efforts. Designing and creating unique ways to ensure all students are learning the material and meeting the objectives and goals set forth in the lesson plan. It is the responsibility of an educator to develop goals that will reinforce lesson plans, lectures, and instruction. Those students who have an IEP modifications will be made based on their IEP recommendations. For ESL/ELL students in the class, modifications will be made on a case by case as recommending to ensure the students are successfully meeting their learning goals to their fullest

Everyone who has gone to school knows that there are students who are livelier and more proactive than the others. We have all sat through classes where there were classmates who eagerly raised their hands to ask questions, participated in every outdoor activity, and often stayed after class to discuss with their teachers about the lesson. We also have been part of classes where there were some learners who quietly sat at their desks and simply left when classes ended. Although students often seem outwardly alike in general, the differences between active students and passive students are enormous. Each type of student has their own way to pursue their education. In addition, natural abilities and environmental factors are playing important roles in how students can become active or passive learners in schools.

The term sponge may sound like an odd term in education, but many people refer to sponges as bell work, vocabulary builders, or even transitions. Sponges take up the awkward free time in the classroom, where students often talk to a classmate, throw a paper airplane through the air, or loss interest in the subject all together. They can help eliminate the added time it sometimes takes to get students back in order and ready for the lesson. By eliminating the extra time it takes students to regain order, you can increase students learning. Sponges help reinforce past, present, and future learning. They can also challenge student thinking, making the student think on a higher level than just recalling information.