EDUC 416 Blog Post #3

My focal student, who is an emergent bilingual, requires additional aid through mainstream classes. Modifications and accommodations made to support this individual include guided notes, one-on-one teaching prior, during, and after lessons to ensure comprehension, and ELD services outside of my classroom. Having just completed an electrical unit, I found some teaching tactics to work better than others for this particular student. Moving forward with the cold metal unit, I will be sure to modify my teaching by simplifying guided notes, which require less writing and more fill in the blank spaces, highlight important disciplinary vocabulary that will aid this student in discourse, and interact with this student with more one-on-one time. Having met with this student outside of class, we have agreed on a time that fits their schedule twice a week prior to class. During this time, I will work one-on-one with this student to aid in conceptual understanding of cold metal vocabulary, safety, parts identification, and the various construction projects that occur throughout the unit. Offering feedback throughout the cold metal unit will be vital to this student’s conceptual understanding. I look forward to working with this student throughout the cold metal unit and determining if simplified guided notes, additional scheduled one-on-one visits, and loads of feedback allow them to engage in discourse and understand information more easily than the electrical unit.