Instruction Question 1:

Do you notice any transition schedules, token boards, or brain break cards, specific directions, posted in
or around the classroom to enable children to keep track of their day?
I noticed that the teacher had a schedule on the board. There was a marker that she would move
down to show where they are in their day.

Instruction Question 2:
Examine the teacher’s instruction for the use of instructional design options. Explain all the instructional
design options used in the instruction and how these designs meet the needs of students with an IEP.
The designs were more for preschool ages. Everything had words underneath so that they could see
what the word looked like. There were also a lot of color words around the room and letters and
numbers.

Instruction Question 3:
Evaluate a classroom teaching lesson, and identify the ingredients that are most important in crafting a
good lesson plan that meets the students with an IEP.
She used a lot of hand gestures. For example, during learning the letter “G”, she made it seem like
she was drinking while making the consonant “G” sound. I feel like that is very helpful.

Instruction Question 4:
Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples.
She mainly focused on teaching with light and sound. She would play videos that had a lot of color
and sang songs. That helped keep a lot of the students engaged.

Instruction Question 5:
What Philosophical teaching orientation best fit the teacher’s teaching style? Provide examples.
Essentialism. She taught what the children needed to know, as opposed to the crazy standards some
schools make the children learn.

Instruction Question 6:
Explain the use of culturally relevant material, teaching strategies, class decor, etc. to meet the needs of
today’s culturally diverse student population.
There was a sign that said “Love one another” and it had students or different cultures on it.

Instruction Question 7:
Do the students seem engaged in the lesson that are being presented? Please explain.
Since it was preschool, sometimes the students can be a bit wild because they are three and aren’t
used to school. However, they did stay engaged during the lesson.

Instruction Question 8:
Are there any students isolated from the rest of the class for any reason? Why?
There were no students isolated.

Instruction Question 9:
Is instructional time managed efficiently? Please explain.
The teacher set up centers and arts and crafts at the same time. This gave her a chance to work on
fine motor skills with one student at a time. I really liked how she managed her time.

Instruction Question 10:

How does the cooperating teacher handle transitions from one subject or. Period to another, and are these
transitions efficient?
The students were only with her for about two hours of the day and then she would get a new class.
Instruction Question 11:
List ways that the teacher attempts any “attention getting” commands.

Instruction Question 12:

Describe both teacher and students use of technology in the classroom?
The teacher uses the Smart Board, but there is no student technology use. When I asked her why,
she said that it was because the students spend so much time on technology at home that she didn’t
want them to use it in school.

Instruction Question 13:

What specific behavior issues does the teacher have to deal with? How does the teacher deal with these
behavior issues? Be specific.
The behavior issues weren’t a problem in her class. There were a few hyper students, but aside
from that there were no behavior issues. There was a student in her class that had an IEP stating
that he was defiant, aggressive, and did not work well around other children. However, the student
was such a sweet and quiet child. He loved being around other students, so I am not sure why he
has the IEP.

Instruction Question 14:

Are there any policies or procedures in place that help or hinder instructional time? If so, explain them
and how they help or hinder use of instructional time.
The teacher was telling me she has to submit data for the student’s IEP’s, so she would record them
using scissors, pencils, or things that were for Fine Motor Skills.