This helps the instructor plan for the activities in the lesson and the form of assessment that he will use to gauge the student understanding (Vinson, 2015). The domain chosen here was the science domain in the broad academic domain.
Different children have different qualities and abilities. The term exceptional or special, therefore, covers both of the two groups and is a huge factor in teaching planning (Heward, 2006). It is unavoidable that in the process of teaching every instructor has the chance of working with some exceptional or low ability students or students with special needs. There is a need to provide for a package designed for these diverse students.
Different characteristics of students with extraordinary needs and characteristics that influenced my planning included a child with dyslexia, who had difficulty in acquiring the literacy skills and felt abused by the other students due to her inability to learn. The result was that she felt demoralized and unable to participate in class since she felt intimidated by the others.
The other student who influenced my planning was a child with Downs syndrome. Children with Downs syndrome usually take longer to learn in class and introduction of new concepts need to be done in steps. This child with Downs syndrome had difficulties in expressing himself verbally, which was also a necessary aspect to look at in planning my class.
In teaching my science lesson, I chose an afternoon where we could have a long session in the lab. The lab was a necessary resource. The main reason for choosing this reaching context is its relevance in teaching science. In this context, I divided my students into groups. The student with Downs syndrome and the student with dyslexia were also grouped. The other reason for my choice of teaching context was the ease of using charts and hands-on learning in the lab compared to the class environment. The lab also ...
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The training also helps head teachers of different schools to establish significant processes in the school routines which will systematically support the developments and improvements in the quality of education for each student in their schools. The course also enables school leaders to create conditions in the culture of the school that are centered on the students (Reiser and Dempsey, 2012).
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