Clinical Field Experience D: Targeted Teaching Activities

* The file ” ECE 520 – Clinical Field Experience C Pre Assessment.docx”, is what this paper needs to be based off of.

Instructions

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Objectives, learning activities, and assessments are all aligned to a standard. It is important to align these components so teaching can be targeted to meet the students’ needs. The data collected from the pre-assessment drives the creation of targeted learning activities. As always, reflection on these practices is a key element in improving practices. Use the data collected from your pre-assessment to determine an appropriate targeted teaching activity to implement during this field experience.

Allocate at least 3 hours in the field to support this field experience.

Prior to teaching your targeted activity, discuss with your mentor teacher your objectives, activities, and assessments. Use any feedback to improve the targeted teaching plan. Implement the targeted teaching activity and related assessment with the same student you have been working with during your field experience. Then debrief the experience with your mentor teacher.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In a 250-500 word summary, discuss the results of your targeted teaching activity. Describe the conversation you had with your mentor teacher regarding the objectives, activities, and assessments. Reflect and explain how you designed, delivered, and assessed your targeted teaching activity. Indicate how you plan to implement what you learned in your future teaching practice.

APA format is not required, but solid academic writing is expected.

Rubric

– The results of the targeted teaching activity are substantially discussed.

– The conversation with the mentor teacher regarding the activity is specifically described.

– The targeted teaching activity thoroughly reflects and explains the design, delivery, and assessment of the targeted teaching activity.

– Innovatively reflects plans to implement what was learned through this experience in future teaching.

– The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

– Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

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