1.

Provide a summary of what you experienced so the reader knows what you did
and what you experienced.
a. For our second visit at Clay, I would say that I enjoyed my time more with
the classrooms I was in. This time around, I was in a sixth grade resource
room and a multilingual learner room. It was much different from the
history and science class I was in last week, but it was a great experience. I
really enjoyed my time in the resource room. I thought it was a different
experience that I never had the chance to go through with my younger
years in school, but I absolutely loved it! Who knows, maybe after a few
years of teaching general education, maybe resources could be something
that keeps catching my attention. In the multilingual learner room, it was
a very small class, but just from sitting and listening and watching my
student that I was working with, really does go to show how much we can
learn just by listening and observing can give us some of the best research
as educators.
2. Make at least one connection to personal experience, other texts you’ve read
and/or what you know about schools.
a. This time around, the two classes remind me of ED498 and all the special
education classes that I have taken so far at Butler. ED498 is about
multilingual learners and how important it is for them to learn English,
but how they bring a big asset to the classroom by using their home
language within each classroom. The resource room reminds me of my
special education classes that I have taken so far because I feel that it is
putting everything into perspective, everything that I have learned and
how it is there as an extra hand of support for students.
3. Expand on five High Leverage Practices or more you chose to use in your write up
by telling which one, how you used it and what your thinking was in choosing this
for your student/students.
a. HLP #7 - Environment
i. When thinking about the environment created in both the resource
and multilingual classrooms, the biggest takeaway is the safe space
that is created because this is where students can feel heard and are
comfortable which can help promote better student engagement.
b. HLP #18- Student Engagement
i. Student engagement was clear in both classrooms because the
students were showing that they wanted to get better at feelings
which was what was being talked about in the multilingual learner
room, and even for the students in the resource room when taking
the science test, or when I was working with a young girl on a
reading assignment. By pushing our students that they are capable
 of doing many different things, their confidence and engagement
with materials can prosper.
c. HLP #14 - Cognitive and Metacognitive Strategies
i. This was present in both classrooms because each teacher was using
strategies that the students are able to pick up and will hopefully be
useful for the students in their future which can help build their
confidence about their learning.
d. HLP #12 - Systematically Designed Instruction
i. To me, this was present in the resource room the most because they
focus on goals for IEPs and this type of instruction can be used in
general education classrooms, but also special education
classrooms. The teachers in the resource room were aware of the
students' IEPs and the goals that are set, but they were still able to
create goals for the students that can help them grow as learners,
but also individuals.
e. HLP #15 - Scaffolding Support
i. Scaffolding support was present in both classrooms this time
around, and from just observing and helping each student, it is
clear that the teachers within each room has provided the resources
and to help the students become independent learners, but to also
know that the teachers and us are there for support if they need
guidance
4. Field Experience- Pick three questions
a. Speak about the clutter and organization of the classroom
i. In each room, which was only two that I visited this week, both
didn’t have too much going on which I think was important because
the teachers don’t want to overwhelm the students with so much in
the room that it could be overstimulating for some, and cause
disengagement.
b. How did the classroom environment (routines, procedures, student
behavior, physical space, etc.) impact student learning?
i. The environment within both classrooms were both very different,
but they benefited the students in different ways. The resource
room was very calm, didn’t have the big led lights on, it was darker
and light was used by twinkle lights that you would use on a
christmas tree. I thought that this was beneficial because it created
a safe and calm space for students to complete their work with little
to no distractions. In the multilingual room, it was much different.
There wasn’t much flexible seating, but the way the environment
was created by expectations and routines, I think can make up for
 that because the routine/schedule is what kept the students aligned
and comfortable within the classroom.
c. Did you use or see adaptations of IEP?
i. We learned about adapting tests as a whole before we split up into
our smaller groups, and that helped me put into perspective the
accommodations that are needed for students and how that is
executed. I also was able to give a science test to a young girl in the
resource room for the second half of our time in the room. The
teacher gave us an example of how she made adaptations for
students who have an IEP which was that on the regular test, there
was 13 vocabulary words that the students would have to match on
one page, but in the resource room for the students with IEPs, she
only selected 8 and broke it up into two groups so it isn’t
overwhelming for the students. I thought it was a great way to
physically see how the adaptations are made to accommodate the
students to reach their goals on their IEPs.