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Clinical Field Experience B: Learning Differences

Student’s name:

Institution:

Professor:

Course:

Date:
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Clinical Field Experience B: Learning Differences

Clinical field experience exposes students to learning disparities in an educational

context. Students will learn to identify learning impairments and find solutions to adapt to them.

This event will provide students with first-hand expertise in building an inclusive learning

environment for all students. Therefore, this essay will elaborate on my reflection on the literacy

lesson, my intervention, and how the intervention will help in the future.

The field week opened my eyes. After delivering a lesson I had developed, I assessed the

students to see who needed assistance. It was interesting that some kids didn't understand even

though I had prepared and presented the subject properly. I concluded that teachers could never

be too prepared. Always one student will need more assistance than anticipated.

To help all student understand I started by making a lesson extension. For the class, I

created a worksheet with different problems. It would allow me to work with them and figure out

their problems. The second tactic included giving students worksheets with their parents at home

(Amiruddin et al., 2021). In addition to providing students more practice, this would also let

parents know what their children were learning (Cox & Root, 2018).

In the future, I will use my findings from this week to be more prepared for my students.

I will always have extra materials on hand if a student needs more help than I anticipated.

Having extra materials on hand is important because it shows that you are prepared and willing

to help students who need them (Dayal & Tiko, 2020).

Overall, the clinical field experience B was a great learning experience. I learned a lot

about working with students with learning differences and how to support them in the classroom

best. I also gained a better understanding of these students' daily challenges. I think that this

experience will be beneficial in my future career as a teacher.

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References

Amiruddin, A., Nurdin, N., & Ali, Moh. (2021). Islamic Education Teacher Communication

Strategy in Increasing Students 'Learning Interest. INTERNATIONAL JOURNAL of

CONTEMPORARY ISLAMIC EDUCATION, 3(1), 41–61.

https://doi.org/10.24239/ijcied.vol3.iss1.31

Cox, S. K., & Root, J. R. (2018). Modified Schema-Based Instruction to Develop Flexible

Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder.

Remedial and Special Education, 074193251879266.

https://doi.org/10.1177/0741932518792660

Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of

early childhood education and care teachers’ experiences surrounding education during

the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4),

183693912096608. https://doi.org/10.1177/1836939120966085