Each academic grade level contains its own specific content expectations that students must be taught. These expectations are designed to follow the students’ developmental growth though various stages throughout their schooling. As such, teachers must create developmentally appropriate lessons that keep the students’ level of comprehension, understanding, and knowledge in mind.
Young students in grades Kindergarten through third grade often need a lot of movement throughout the day to keep them focused on the task at hand. Teachers must keep this in mind when creating lessons and the daily routine that the students will follow. While student teaching first grade, my master teacher incorporated daily exercise both inside and outside the classroom. The students eagerly participated in the activities, and seemed to remain focused on the lessons throughout the day as a result of the opportunities they had to release some extra energy. Most students in the lower grades have a difficult time remaining focused on long, tedious lessons that do little to engage them. Shorter lessons that focus on few details are best when teaching students in the lower grades. Furthermore, tapping into students’ personal interests or backgrounds is a great way to provide interest in the students. An example of such a lesson is one I created about George Washington. The students were asked to compare their lives with that of children who lived during the time of George Washington. Since the students were allowed to relate the printed academic material with their own lives, they were able to better understand the text because of the personal connections.
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Students in grades four through eight have better cognitive skills than students in lower grades. With this in mind, teachers need to create lessons that actively engage students, and tap into their developing cognitive skills. Also, students in these grades respond well to lessons that allow them to work in small groups. While student teaching, I had the opportunity to instruct students through various lessons that provided them opportunities to use these skills. One lesson in particular was very successful. For the lesson, Building a Bridge, I passed out numerous drinking straws to each group, along with one small orange. The object was for the students to create a bridge that spanned five feet, and could hold the weight of the orange. Each group thought intently about the lesson, discussed their ideas with their teammates, and then began building their bridges. I was thoroughly amazed at the students’ ingenuity with the lesson, and each group’s result was totally different from the others. The lesson allowed the students to be completely engaged, enjoy the learning process, think for themselves, and be a part of a team. In the end, the lesson was a complete success, and I will certainly use it again.
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During my student teaching at Live Oak Elementary School in Fallbrook California, I had the opportunity to instruct students in a Special Day Class that taught students with special needs. I found that many of the techniques that are used for English Learners are the same techniques that can be used for students with learning disabilities. The SDAIE (specially designed academic instruction in English) strategies of using visual and performing arts, small group or individualized instruction, realia, hands-on learning, and manipulatives. A lesson I gave the students on place value allowed the students to work in small groups, use hands-on techniques, and also learn place value through a fun, game-type activity. The lesson was a huge success, and one that the students were eager to "play" again and again for many days following the lesson.
During my university education, I took EDUC 501, a class specifically designed to instruct about special education. During the class, I compiled a sizeable list of web-site references that provide a plethora of information that I will use when I am teaching. I also created and used a speech checklist that gave me the opportunity to better understand my students and their strengths and weaknesses. The paper that I created that will be of most benefit to me in the future is my final project. It is a list of many disabilities with descriptions, appropriate assessments, and ideas on how to instruct students with the particular disability. I had the opportunity to reference the list during my advanced student teaching, and I found the list to be very helpful. I am positive I will continue to use it throughout my teaching.