Fieldwork Narrative on Self-Contained Special Education Class
I have attached Observation Report (Please type in your answers): Please answer in full sentences (narrative form) and use standard academic English.
I have attached example of how to fill out the observation report ( answeres)
PLEASE WRITE FIELDWORK NARRATIVE ABOUT ENGLISH LEARNER AND SPECIAL ED STUDENT ( English language learners (ELLs) with varying levels of English proficiency. The class was a self-contained special education class,)
I have attached examples to see how write this narrative fieldwork observation. Please please please refer to the attached examples to have an idea of how to complete this order.
I already sent you the attached chapters and topics of this course EDUC 505 in my previous order, the article annotation order.
The school I went to observe, where I completed my fieldwork observation is an elementary school. grade: 3rd grade / English language learners with disability. the teacher’s name is Ms. Nicole. I visited this school 3 days 6 hours each on Tuesday, March 28th, wednesday 29th, and Thursday 30th. ( look at the observation report example )
Please write a 5 page narrative of the field experience with recommendations, The written report must follow the APA style., you can pretend you are me and you went to visit a school visited an inclusion (special ed) classroom where you can observe differentiated instruction for English language learners with special needs. you can write as if you had an interview with the teacher you observe to get a deeper understanding of the teacher’s pedagogical approach. Also, identify and document the language and content objectives, common core learning standards addressed, elements of the lesson, and the ESOL strategies used. attempt working with an ELL student, to capture a short language sample, and analyze it to ascertain English proficiency level, as well as to reflect on the effectiveness of the instructional model and approaches observed. The task should include a review of the collected sample for English language proficiency and make instructional recommendations for improving the individual student’s language and academic performance, based on the knowledge developed as part of course participation (I already sent you the attached chapters and topics of the course in my previous order, the annotation project )
Please include valid academic language when filling in the template and the report (i.e. connect your observations to what you learned in the course such as scaffolding, I+1, BICS and CALP etc.) as this is a criterion for the evaluation of the forms.
The focus of the field experience has several options. Students are welcome to include several options or focus only on one – the classroom observation.
You may observe a teacher teaching ENL to ELLs and completing an observation. You might also interview the teacher.
The field experience can consist of the observation of the teacher teaching the ENL and students responding to teaching, something like "this is what the teacher does" and "this is what the student or students do/es". . Once you have collected the data (you should write down what you have observed that includes not only the teacher and student observed behavior, but an observation of the classroom environment and materials that affect the student performance and teacher teaching), your reflect on what you have observed and provide your own recommendations if you have any and/or record questions that you could have asked the teacher. This will be your observation report. since there will be more than one observation, you can consolidate all three, four or five observations into one file. Your field experience report should be at minimum three double-spaced pages. It can be more, but three is at minimum. You can also add a teacher interview. It is totally your decision. It is not a required type of an observation. But if you do conduct a brief interview to find out about the teacher's goal, pedagogical approaches, educational philosophy, and purposeful strategies used in the lesson, you should document this brief interview and connect it to the lesson observed.
The following questions can be used as guidelines to create your narrative:
1) What type of school and class did you observe? Dates and times of visits. Who are the students? How is the classroom environment structured to support language development?
2) What bilingual education strategies did you observe? What are the goals of these strategies? Are they implemented in an effective manner? Are they appropriate for the class? Did students appear to benefit from them? What were the specific outcomes?
3) How are language and literacy development supported in the classes you observed? What specific activities/practices focused on language?
4) Were the content objectives rigorous?
5) What language supports were provided to help students gain content knowledge? Were they beneficial/appropriate?
6) Were the overall goals of the lessons accomplished? What standards were addressed? Did students appear to achieve these standards? How were students’ outcomes assessed (at the beg/mid and end)?
7) What language acquisition theories would you say informed the activities and the program model used? Was it effective for the population observed? Were there modifications made to the model?
8) Were the materials used appropriate? Did they support the teacher’s pedagogical orientation? Did they reflect the standards and goals being addressed? Were they culturally appropriate?
9) What cultural dynamics did you notice? Is the home culture (or language) used or affirmed in any way? If so, how did it impact the class?
10) What were your overall reactions to the classes you observed? What did you notice about the teacher’s interactions with the students or the students’ interactions with each other that you found interesting? What did you like about the classes? What didn’t you like?
11) What kinds of differentiated instruction or strategies for students with special needs did you observe? Did they seem effective? Why or Why not?
Observation of an ELL Lesson
Name
Institution
Course
Instructor
Due Date
Observation of an ELL Lesson
In my field experience, I observed a self-contained special education class at an elementary school for 3rd-grade English Language Learners (ELLs) taught by Ms. Nicole. My visit to the classroom was on Tuesday, March 28th, Wednesday, March 29th, and Thursday, March 30th, where I would spend six hours each day. The diversity of the classroom was evident on my first visit. The class had six students, three of them had Spanish as their first language (L1), two had Chinese as L2, and one of them had Korean as her L1. The classroom environment was structured to support language development as evidenced by the various posters and manipulatives that were provided to the ELLs in the classroom. Nguyen et al. (2020) noted that teachers must leverage the classroom environment to facilitate learning. To this end, Ms. Nicole decorated the classroom with posters and charts intended to reinforce the lessons and provided visual cues for language learning. In addition, desks and tables were arranged in small groups which facilitated collaborative learning.
In one of the lessons, I observed and recorded, Ms. Nicole designed a lesson intended to help the students learn new vocabulary and expressions related to visiting the mall. The students were required asked questions and were required to answer in complete sentences. Ms. Nicole used several ESL strategies to make the lesson more engaging and accessible for the students. A significant aspect of the lesson was the use of modifications to facilitate the learning of new vocabulary. She had a picture of a large mall, a credit card, a picture of an elevator, and other visual aids that made it easier for the students to learn new vocabulary related to malls. Kathirvel and Hashim (2020) observe that visual modification is one of the most effective ESL teaching strategies that teachers can use to facilitate learning in ESL classrooms. I also observed Ms. Nicole use scaffolding in the lesson to facilitate the acquisition of new skills. To this end, Ms. Nicole assisted the students to structure their sentences by providing them with starters such as “When I went to the mall with my parents, I bought a ____.” Xu et al. (2022) report that scaffolding is one of the effective approaches that a teacher can use to facilitate learning in ELLs.
Notably, Ms. Nicole's use of ESL strategies was effective as they seemed to contribute to increased student engagement during the lesson. The use of pictures and scaffolding was also highly appropriate for the classroom. The student actively raised their hands to answer Ms. Nicole’s questions and share their experiences visiting the mall. During the lesson, the specific outcomes of the lessons included enhanced vocabulary development, improved sentence structure, and better-organized speaking.
I noticed that Ms. Nicole utilized multiple activities and practices to support language and literacy development in her classroom. She integrated both content and language objectives into her lesson. The use of visual aids helped students understand and retain new vocabulary words related to the mall. During the lesson, students were allowed to share their experiences visiting the mall with their parents. Ms. Nicole encouraged them to use complete sentences and ask questions in English. In terms of literacy development, Ms. Nicole asked students to create a shopping list of things they would like to buy at the mall. The students worked in pairs to write their lists, which Ms. Nicole then reviewed and provided feedback on. To facilitate the development of comprehension and listening skills among the students, Ms. Nicole asked the students to share their experiences in the mall with the rest of the students and encouraged them to ask questions to the narrating student.
From my perspective, the content objectives of the lessons were not rigorous. Ultimately, the content objectives aligned with the grade-level standards. Ms. Nicole customized the content to meet the diverse needs of the learners. To this end, it seemed that the teacher was more focused on making sure that the lessons were engaging to every student in the class.
Additionally, the language supports provided by Ms. Nicole were appropriate and beneficial for the students. At the beginning of the lesson, the teacher used pre-teaching vocabulary words to ensure that every student had the vocabulary knowledge essential to facilitate their participati...