Reflection on Adolescent Dev. Case Study

Performance Criterion 1.1: Designs Developmentally Appropriate Learning Experiences

Through my case study I saw examples of developmentally appropriate learning experiences in use within his high school. Although my examples are limited by the experience MK has described to me and the material his teachers provided, I can definitely say in the case of my student I saw examples of good content and material use to improve the learning experience of my student. One specific instance is his teacher’s use of Newsela as a tool to help english language learners. Newsela is a program that provides periodical articles with a choose your own reading level feature. Users of the program can read the same article with different language complexities with numerical measurements for the complexity of the language. For ELL students and students that may struggle with reading this is a great resource that allows students to develop at their reading at their own pace as they have the power to choose reading appropriate to them.

Another example of developmentally appropriate learning in action in MK’s high school is through the dedicated education plan that exists for ELL students. The fact that the school possesses the know how and resources to educate non-english students is remarkable. Having specialized instructors and a specialized program to address a student need is a direct approach to developmentally appropriate learning. By catering to the specific need of a group of students and addressing the reality of that need the school is taking the direct approach to create an appropriate learning experience for these students.

Performance Criterion 2.1: Designs Inclusive Learning Experiences

The program MK’s high school has created or ELL students is an example of dedicated inclusive learning at work. The dedication of teachers and a learning space to address the need for a portion of the school’s students. By doing as such the school district accommodates for the needs of students that are often excluded in a typical classroom setting due to their language barrier. Having such a program allows for students to more smoothly transition into an english learning environment. Thus creating an approach to inclusive learning through addressing the developmental needs of your students.

Adolescent Dev. Case Study Link

Getting Better Through Authentic Feedback

Here is a video I found about a teacher taking a unique approach to feedback, through student lead focus groups. Every so often the teacher meets with chosen students to receive feedback on his own teaching. By doing so the teacher creates a unique opportunity to gain a student perspective on the teacher’s performance. I really appreciate this approach to feedback because it really creates an opportunity for discussions that often do not happen between a teacher and student. I see this method as an intriguing way to enter the mind of one’s own students and definitely intend to use such a practice in my classrooms in the future.

Guitar Lesson with MK

Last Wednesday MK and I added guitar lessons into our tutoring sessions as an extra treat. This came into being because recently MK and I entered a discussion about music during one of our tutor sessions. Through that discussion I learned that he recently had acquired a guitar and was attempting to learn. On top of that we both had our Wednesday afternoons free up with the change of seasons, allowing us to add an additional day each week to our tutor sessions. So for now until the remainder of the semester each Wednesday we plan to dedicate our extra time into learning guitar. I must say, I am incredibly grateful that South Burlington has given us this opportunity and has set us up with our own room to practice in.

Just from one session with MK I can see he has had a lifetime of experience with music and his raw musical talent is truly impressive. After one session he was able to improvise a guitar part to accompany a Nepali song that he knows. His rhythm is spot on and his ability to adapt technique from prior instruments into playing guitar after only a few short minutes was amazing. He hopes to incorporate playing guitar and singing into one of his religious ceremonies by the end of the spring, at first I was nervous as to whether or not we could reach that level after a few short sessions, but after Wednesday I have no doubt he can accomplish that goal.

Having this opportunity is incredible, I think often in schools moments of pure learning are often hidden under layers of assignments, tests and grades, but opportunities such as this break out as a pure learning experience. What I mean by this is that when learning an instrument there is no standard to meet, the end goal is improvement over one's prior self. Dedicated practice makes it so one is bound to improve every time they pick up the instrument. This makes learning quantifiable and quantifiable improvement is a huge self confidence boost for anyone. Feedback from a guitar is not hidden under layers of grades or assessments, it is raw and instant from the pick of each note.
I can only imagine that receiving this feedback and witnessing one's own development in such a manner is beneficial to one's self worth, especially for our ESL students. Music transcends language, for students who already may be doubtful of their self worth providing a point of pride such as music, could make all the difference.

DAR- Discribe and Reflect
      Today in our Adolescent Dev. class we discussed the recent personal tragedy of a student that a couple of our classmates tutor. The tragedy that the student faces is very real, and so is the reality that our classmates have to continue to work with the student through this tragedy. Events like this highlight the moments where teaching goes farther than being an instructor. teachers have to account for the reality that exists outside the classroom. I'm proud of the actions our classmates are taking to address this student's need, I believe that part of teaching is doing you best to be that support for students in and out of the classroom and that our classmates are doing simply that.

Notes on MK's Wida Standards

MK is a student at South Burlington Highschool that I tutor every Monday and Friday. He is an English language learner and is a delightful student to work with. Here are some notes on MK's placement within the Wida standards, and his acquisition of the English language.

MK seems to be at the developing level of the Wida standards because often his subject placement and verb tenses are incorrect within his writing. He also seems to have trouble with object pronouns and their proper use. I wonder if this is because his native language has different verb and subject structures that make it difficult for him to translate meanings cross language.

Scale of Wida Standards, I believe MK is on the Developing or third level of Wida standards for English Language proficiency.

-Next Time
Ask MK about his native language(s) and look into the language's structure and style to hopefully build my knowledge of what language issues he may be facing and how to best address them in future tutor sessions.