Teaching+Cases

Teaching Case Reflection #1

I have to say that this case would be pretty severe and hard to decipher. It would be really tough for me to find a way to go above and beyond in order to get across to both of these students. I agree that there should definitely be a way of still incorporating each student into the regular classroom: whether that be via email (discussion boards online), or maybe even invest in a webcam or video so both students can still be apart of the active learning environment. I think with all of the advancements in technology we could find a way to keep everybody involved and interactive its just a matter of getting the students on the right page. I wouldn't know how to keep each student accountable and make sure that they watch and pay attention to each and every session. I also like the idea of recording lectures for each of the students not in the class but I would still have to find a way to hold them accountable. They are still high school kids, and if they are not in front of you in the actual classroom, it will be tough to make sure that they are still paying attention and keeping up with everything!

Teaching Case Reflection #2

This case would definitely involve the help of many people in order for Andrew to get an appropriate education. It would involve help from his parents, the school faculty (including myself), Andrew's cooperation, and also his special education teachers cooperation in order for him to be successful. There are many different things that we could do to make sure that Andrew is recieving the proper education. I would make sure that i recorded all lectures and maybe even still install a webcam so he could see what was happening in class still. I would also keep close contact via email so we could still stay on the same page. I also noticed how we was very into music so i would try to devise a lesson that incorporates music in some way or another just so I could try and relate more to the student.

Teaching Case Reflection #3

I think it would be necessary to have some type of tutor in Diana's case, just so she can kind of get the hang of things and get used to being in a different environment. Obviously she is capable of doing the work and being successful but I think it is vital to get her a lot of support in the beginning just to reassure her that she is not alone and that you are willing to go the extra mile just so she can feel comfortable and succeed in your class. Just like in the previous two cases you could use internet sources to translate text or lectures or just have tapes that integrate both Portugese and Enlgish to better help the student blend in the two languages. It would require the teacher to go the extra mile but I think this is something you would have to do in order for her to be successful!

Teaching Case #4

In the case of Gabe, there are certainly a number of things that the school could do to accomodate his needs. I know at my old high school if a sport wasn't offered, the student was more than welcome to go to the neighboring school to play that sport. I assume this could be the case academic wise as well. If his school didn't have the necessary equipment to conduct the lab, the school should be willing to go out of their way to find him a neighboring school that did have the necessary equipment. I would also look into the school's funds and their ability to acquire funds through a gifted and talented program or something to that affect. That might be eligible to receive funds that would allow them to purchase the equipment through certain grants and funds. Other than that I am not too sure of any technologies that would be beneficial to the student, especially since this has to be a "physical" lab setting! retat

Teaching Case #5

Imagine you are an Physical Education instructor at your high school. You have a student, Dan, who is mentally retarded and enrolled in your class! Dan is already on an IEP plan and it is required to have some physical education in his curriculum. He has a great attitude in class and loves to exercise (especially run). He does, however, have trouble communicating and lacks the coordination and muscle memory to perform basic motor functions (i.e. push-ups, pull-ups). What should you do in order to guarantee that he is being taught the curriculum and his needs are being met? What technologies, methods, and strategies could you employ to address the situation?

This is really a tough question to answer since this is an actual problem that is occuring at CHS. The only thing I can try to encourage a little more would be the warm-ups that invoolve running since that seems to be Dan's best attribute in PE. Develop things like Mile Monday, or Two-Lap Tuesday, or even Three Lap Thursday just so Dan can get some sense of accomplishment. Anoher thing that i would definitely try to incorporate in the classroom as far as games go, would be a adapted version of volleyball. I have seen cases where the ball has been changed (bigger or less air) in the game of volleyball and it really makes it a cooperative game rather than a competive game. It slows the game way down so that kids who cannot process motor skills fast enough now have the same amount of time to react just like the other kids. You can also change the rules (i.e. every team member must touch the ball before it it sent back over the net) so that everyone on the team is forced to touch the ball at least once and everyone can be involved. I am sure there are many other adaptions that could be made to other specific sports as well, it is just a matter of really researching and experimenting with what works!