Observe two different service delivery models (e.g., self-contained, full inclusion, resource, and speech) within a school setting for at least 30 minutes each.
Note instructional strategies used during your observation. Also note the responsibilities of teachers and support staff, classroom management techniques, and how the environment is adapted to meet student needs in each delivery model.
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As you observe an classroom, I allow my notes to model ideas for you:
After observing the second class, it is a full inclusion class of 26 total kids, 10 of which are on IEPS. The grade level is also 7th English.
As you interview the teacher to learn the teacher's rationale for instruction and management for that service delivery model, she admits that she uses multiple intelligence, brain based research, and lots of real world connections to motivate, teach, and manage her classroom. She deems her strategies as Constructivist in nature.
As you note instructional strategies used during your observation, she had a Smart board, calming music as the kids entered from the passing period, cooperative learning (team time), art as a response mechanism, learning stations, bean bag tosses, and think/pair shares, etc. Her class definitely differed from the first one in its collaborative, interactive, quick paced nature.
As you also note the responsibilities of teachers and support staff, a co teacher from Special Education was present. However, I saw her more like a wallflower, checking her hair and email. I really did not see her as an authentic teacher; she was more like an accessory, which really bothered ...
A model for an interview to learn the teacher's rationale for instruction and management for that service delivery model is embedded.