Reference no: EM133772199
IPE Description:
Integrated Practicum Experience (IPE): Candidates will complete an integrated practical experience culminating in evidentiary documents which include: a) an Hour Log documenting 25 hours of focus and submitted to the college on the AIC log of hours template, b) Observation Journal with a minimum of half page entry for each observation, c) Reflection Paper (3 pages) based on the observations made and
documenting and reflecting on the experience.
As an Early Childhood/Elementary education candidate, please conduct your observations in an inclusion setting. Additionally, you cannot observe in a classroom that you are currently working in. These hours are to be outside of your regular job description if you are a teacher of record, teacher assistant, paraprofessional, related service provider, etc.
IPE Requirements: These three documents (hour log, observation journal, and reflection paper), when submitted through Blackboard, will fulfill the 25 hour requirement for this course. Failure on the part of the candidate to submit any portion of this requirement will result in failure of the course. The 25 hour requirement must be met during the eight (8) weeks of this course. Course incompletes will not be approved for failure to meet this requirement.
Where possible, candidates are encouraged to work with the Supervising Practitioner for an opportunity to work with a student or small group of students for about seven hours of the 12 hour in class observations. This can be deploying an assignment that the SP has created or one that the TC has created with the guidance of the SP.
a) Hour Log: The 25 hour requirement can be accomplished through a combination of classroom observations and work focused on the three evidentiary documents (Hour Log, Observation Journal, and Reflection paper). There is a 12 hour minimum requirement for in-classroom experience. At least 3 hours must be working directly with students with special needs (you may do a mini-lesson or help students based on guidance from special education teacher/general education teacher). The remaining 13 hours may be accrued through work focused on the completion of the three evidentiary documents. Please document how you used the 25 hours in the Hour Log.
b) Observation Journal: Your observation journal is only about a 1/3 page on what ou are observing. The information recorded will be factual in nature and stated objectively. These observation notes will help you in doing your Reflection Paper.
c) Reflection Paper (3 pages): Classroom observations are the foundation for writing the observation reflection paper. The observation reflection paper uses the observation journal as a basis to reflect on what you observed to determine if what you observed was considered good practice or not. This course requires the candidate to visit and learn about the practices utilized by a local public school* with respect to the teaching/learning methods of Special Education students used in that school. Conduct your observation(s) in an inclusion classroom and write a 3 page paper (APA, no cover page, no reference page required) reflecting the following from your classroom observations.
In your observation journals, note some of the following information to be used in your three page paper:
i What are some scaffolding techniques you observed for assisting Special Education students to comprehend content-specific knowledge?
ii Was prior knowledge accessed? How?
iii What are some of the instructional strategies used for improving learning?
iv Comprehension in the content areas for Special Education students.
v How was academic language (subject-specific language) developed as a pre- cursor for the content area for Special Education students?
vi What are examples of Formative Assessments to use with Special Education students to gather data for improving instruction?
vii How does attitude, knowledge, and understanding of different disabilities by teacher's impact instruction to Special Education students?
viii How does the teacher accommodate the learning of the students with Individual Education Plans?
ix How does the teacher handle classroom management? Are the students all treated the same or is there a difference? How do you know?
x If there is a support person in the class how is that person used by the regular education teacher? Is there any interaction? What is that person's role?