Field Experience Graphic Organizer/Write up Directions

ED 243

Task
Field Experience Write up ED 243
Step 1. Provide a Summary of what you experienced so the reader
knows what you did and what you experienced.
This Critical Reflection Assignment will walk you through the kind of
thought-process that allows a teacher to step outside of a thought-
provoking experience, to put it into perspective, and to react to it in
constructive ways. The “scaffolding”, or steps, provided to guide this
assignment will give you an opportunity to practice “deconstructing” an
experience—thinking about the situatedness of a particular critical incident
in the larger systems of power--and using that new framework to make a
thoughtful and purposeful response.
Your chosen event should be a moment from your Study Trip, a hallway
interaction with a student, an administrator, or a colleague, or a
parent/family member interaction. Choose an event that puzzles you, that
frustrates you, troubles you, excites you. As you reflect on this experience
through a series of different lenses, you will see more layers of meaning
and be able to bring more of what you know and believe to the task of
formulating significant questions about this critical incident and generating
personally relevant answers. In short, you will be practicing the kind of self-
directed learning that is essential to being a professional educator.
A. Description of the Critical Incident or Practice
Choose an incident that is complex and likely to draw you into an
exploration of ideas, beliefs, and dispositions you have learned about in
your teacher education classes. Completely describe the ONE critical
incident or practice that you have selected as the focus for this entry. Your
entry should include sufficient detail so that the reader can easily
understand your focus. This section should be purely descriptive.
Simply explain what you saw or experienced or the way something worked.
The description should be 1-3 well developed paragraphs in length.
The incident was our group in the MLL classroom which is the multi
language learners class. It is a extracurricular class which means that it
takes the place of either band or choir or a class outside of the general
education courses. The students that are in this class are either a level 1 or
2 english learner which means that they are below proficiency in english
speaking, writing, reading or hearing. The students on the particular day
that we were in the class were taking the speaking test to test their
vocabulary based on images that were on the test. Throughout the test,
there would be images provided and the students would answer prompts
based on the questions about those images. The directions and everything
on the test was strictly in english and the directions were only said once
and could not be repeated. Also, the students only had one attempt at their
responses and could not go back or try again on the recording for the
prompts.I felt mad seeing this and I felt upset. I also felt sad for the
students.
When I was in this classroom a wave of emotions hit me like a
ton of bricks. These students were connected to each other in a way
that was different than any other classroom environment and you
could tell through their body language that they felt comfortable in this
classroom environment with the other students that had the same
shared experiences. However, when the teacher started talking to
them she spoke strictly in english, the only language she knew, and
gave directions to these students in english. Luckily, there were
images that followed the instructions and sometimes other languages
were shown. However, when she talked about that the test would
only give the directions once, it made me very frustrated in the time.
When I get directions, especially in my foreign language classes I
need them multiple times to clearly understand what they are saying.
Also, in general education classes the directions are said more than
once so how is this helping the students to understand and do well on
this test? They also were not allowed to stop recording once they
started and restart their recording if they messed up. The whole test
 seemed very against the students being able to succeed the best that
they can. Also, the results from this test are not available until april,
which means that the teacher has to guess their proficiency level
based on prior knowledge of the student and the entrance test that
they took. Instead she should be able to see the results and base
instruction on where the students are doing well What went well was
that these students had a safe place to be in the school with students
like them. These students body languages are completely different in
this specific classroom then outside and so therefore their learning is
different because they arent focused on safety or comfrotability inside
the classroom. The teacher also had multie language models for
instructions that would be hard to understand for the students and
had resources in the classroom that were in different languages to
provide resources for the students. What did not go so well was the
test structure and the way that the students take the test. It was not
formatted as equitable as it could be and will affect students scores
beyond their control. I want to see that classroom and observe the
lessons that occur in that classroom to see what I could do as a
teacher to help my multi-language learners better. I want to ask the
teachers of this classroom more questions and to “pick her brain”
more about why this school chose to implement this class when its
not mandatory and the affects it has on the students after the leave
Clay.

Step 2: Make at least one connection to personal experience, other texts

you’ve read, and/or what you know about schools.
One connection to personal experience was in my high school and in my
knowledge about schools the support for multi-language learners is there in
schools but it is hard. It is hard to tell if behaviors are disability-based or
language based and its hard to assess students' proficency levels for
english. I know in my knowledge about schools that if students dont meet
the basic needs such as safety, food, clothing and other necessities that
learning is not going to happen. In this specific class, most of the students
felt the safest because they had their friends who spoke their language in
the class, therefore, learning English felt more comfortable and safer in this
specific environment.
Step 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.
The five high leverage practices that were used in this experience.
The first practice was the environment into which the students were in. This
was very important as I discussed earlier because it helped the students to
feel safer which allowed for better learning and it also made them feel seen
and heard by their teachers. Their were materials in the classroom in their
target language so that they felt seen and heard. There were also posters
and articles throughout the classroom representing different cultures and
languages.
The second was systematically designed instruction. Their were
goals set in place at the beginning of the test and the teacher went through
the lessons with systematically designed instruction in place. It was well
thought out and explicit in manner for the students. The instructions were
clearly designed to help students to achieve the goals of being able to
understand the test layout and to successfully be able to complete the test.
The third HLP was explicit instruction. It was told very clearly and
understandably both visually and verbally. There were instructions told by
the teacher while also images of what the students should see while taking
the test so they knew what to expect and what to specifically do.
The fourth HLP was goal setting. Both the teachers and students had
class wide and individualized goals set into place to help the students
overall success. In the MLL classroom, a big goal for all students is to
increase their proficiency in english and through this test it can help assess
their progress.
The last HLP was assistive technology. The students had headphone
with microphones to assist them while they were taking the test so that the
scorer had little issue picking up on what they were saying. Their were als
multi-language pieces used to help make complex instructions a little bit
easier that were presented on a digital whiteboard screen. The students
also had personal computers that they took the test on that was able to
adapt their learning and best help them in and out of the classroo,
Step 4: Field Experience -PROFESSIONAL NEXT STEPS- Please pick
three of the questions below and expand on them with your field
experience write up with five or more sentences. You should look for
pieces that succinctly enhance your understanding of your possible /
potential life as an education professional. (HINT: Think about how this
step connects to your future as a professional and your next steps in your
learning.)
The students definitely liked being in the classroom. You could tell
immediately when they got into the classroom that their body language
shifted from a protected stance to a more relaxed stance. When students
have this boyd language it shows that they feel comfortable and safe in this
space which will allow them to learn better in the environment. The
environment is the third teacher, because it shows them if they are seen
and heard by the teacher and the school truly or if they are not. In the
classroom with the MLL students, having posters and pieces that
represented their cultures showed the students that they are seen and that
they are validated for who they are differences and all. In my classroom,
having a classroom that reflects the students and their identities shows that
I see them as people and that I want to share this space with them learning
alongside them on this path of learning. The only “nuisance” behaviors
were the students talking during the test and before while the teachers
were giving instructions. However nuisance this may be it shows that they
feel safe and that they have people they can trust and lean on to be with
them. As educators these behaviors stem from somewhere and figuring out
why they are happening is more important than stopping them when they
occur. If we understand the why, it helps to form strategies to help limit
these behaviors for our students.
· How was the classroom environment (routines, procedures, student
behavior, physical space, etc.)

impact student learning?

· Speak about the clutter and organization of the classroom
· Do kids like being in the classroom?
· What is the classroom environment playing into the kids learning or
does it make a difference?
· We talk at Butler about the environment being the third teacher. Do
you agree and do you see any
pieces of this?
· What kind of rules/procedures does your student/class have difficulty
in meeting?
· What “nuisance behaviors” did you encounter?
· What specific externalizing behavior did you see from your target
student, how would you address it,What triggered it and what was the
reaction by the peers and teacher?
· How did the teacher/you handle his or her relationship with the
student/students?
· Describe the room arrangement of the classroom?
· Does the teacher/you have fun with kids and is she or he peaceful in
how they interact with kids?
· List three specific strategies that the teacher/you used to manage the
classroom.
· Are opportunities provided for practice in: Good health habits,
sharing with others, waiting turns,
making rules, emotional control, taking care of their own property,
cleaning up after work, accepting
responsibility, overcoming difficulties, being leaders, being helpful,
enjoying books, hearing music,
meeting friends, and anything else you wanted to note from your
setting.
· Do you see differentiation based on student interest, student
readiness,
· Do you see any assistive tech. with any of the students?
· Do you see mutual respect?
· Are there Well-established routines?
· Are there Learning objectives posted?
· Are there Clear rules?
· Are there Clear expectations?
· How was instruction delivered? Small group, co teaching, groups,
stations, cooperative learning
· Student-led discussions/activities/lessons?
· Did you use or see adaptations of IEP?
· Do you see/do any lessons designed in multiple levels?
· Do you see materials you would use with other students? Describe
them with students.
· Do you see/use any paraeducators?
· If you did a lesson with students, What instructional strategies do you
plan to use to engage students cognitively?
· What peer/students/teacher feedback am I taking to heart and
receiving?
· What difficulties or misconceptions did you anticipate students
having? How did you address the difficulties or misconceptions?
· What adjustments did I make during the lesson? How? Why?
· Did you use differentiation in this lesson? Explain more
Step 5: Upload your field experience write-up to canvas for your professor
to read.

Rubric
ED 243 Field Experience Rubric
ED 243 Field Experience Rubric

Criteria Ratings Pts

Provide a summary of 1
what you experienced 5 pts 4.25 pts 3.75 pts 3.25 pts 0 pts pts
during your visit at the Exemplar Proficien Emergin Underdevelope Not
field experience using y t g d Demonstrated
the Critical Reflection
pieces.
Make at least one 1
connection to personal 1 pts 0.85 pts 0.75 pts 0.65 pts 0 pts pts
experience, other texts Exemplar Proficien Emergin Underdevelope Not
you’ve read, and/or y t g d Demonstrated
what you know about
schools.

This criterion is linked 5

to a Learning Outcome 5 pts 4.25 pts 3.75 pts 3.25 pts 0 pts pts
High Leverage Full Proficien Emergin Underdevelope Not
Practice Marks t g d Demonstrated
Expanded on High 5
Leverage Practices by
sharing which one,
how you saw it used
by someone else or
yourself, and what
your thinking was in
choosing this for your
student/students.

This criterion is linked 3

to a Learning Outcome 4 pts 3.4 pts 3 pts 2.6 pts 0 pts pts
Professional Next- Full Proficien Emergin Underdevelope Not
Steps Marks t g d Demonstrated
Picked three
professional next-step
questions from the list
and expanded on them
with five or more
sentences.
Total Points: 10