Research for Classroom Setting
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Research on learning environments for individuals with exceptionalities in the following settings:
- Setting 1: K-8 classroom that services individuals with exceptionalities and may include an inclusion classroom, resource room, and/or a self-contained classroom.
- Setting 2: 9-12 classroom that services individuals with exceptionalities and may include an inclusion classroom, resource room, and/or a self-contained classroom.
What are some demands of the learning environment, including:
- Learning demands
- Social expectations
- Demands on the teacher
What are some demands on the student(s) with exceptionalities:
- Demands on the other students in the environment;
- Classroom management theories and strategies employed for individuals with exceptionalities;
- Expectations for personal and social behavior in the learning environment;
- How the learning environment is designed to encourage active participation in individual and group activities;
- Whether the least intensive behavior management strategy was used and is consistent with the needs of individuals with exceptionalities;
- How the learning environment supported positive intracultural and intercultural experiences; and
- How the activities of paraeducators, volunteers, and tutors were structured, directed, and supported.
Summarize your findings in a 250-500-word reflection. Within your reflection:
- Summarize the findings
- Draw conclusions from the findings.
- Apply the conclusions you have drawn to your practice as a professional.
Prepare this assignment according to the APA guidelines
Field Experience: Observation of Learning Environments RUBRIC
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100.0 %CRITERIA |
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50.0 %Summary on Learning Environment Observations [InTASC: 3, 9; CEC 2, 6] |
No submission. |
Reflections are not related to the assignment. |
Does not reflect on the various learning environments regarding the effectiveness of classroom management theories and strategies employed, and/or expectations for personal and social behavior, and/or design of the learning environment, and/or how active participation in individual and group activities was encouraged, and/or the support of positive intracultural and/or intercultural experiences, and/or any collaboration with paraeducators, volunteers, and tutors in an acceptable manner. |
Adequately reflects on the various learning environments regarding the effectiveness of classroom management theories and strategies employed, expectations for personal and social behavior, design of the learning environment, how active participation in individual and group activities was encouraged, the support of positive intracultural and intercultural experiences, and any collaboration with paraeducators, volunteers, and tutors. |
Thoroughly reflects on the various learning environments regarding the effectiveness of classroom management theories and strategies employed, expectations for personal and social behavior, design of the learning environment, how active participation in individual and group activities was encouraged, the support of positive intracultural and intercultural experiences, and any collaboration with paraeducators, volunteers, and tutors. |
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50.0 %Application of Conclusions to Practice [InTASC: 3, 9, 10; CEC 2, 6, 7] |
No submission. |
Response(s) on applying conclusions to practice is not related to assignment. |
Response(s) on applying conclusions to practice is unclear or underdeveloped. |
Applications of conclusions drawn from observations reflect growth and development as a professional. |
Conclusions and application to professional practice reflect thoughtful, realistic student-centered, collaborative, and ethical practices. |
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100 %Total Weightage |
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