Field Experience Observation Form

You are NOT collecting data on an individual student.

Keep in mind that your observations will inform your Field Experience Paper/Presentation, so be familiar with that assignment before starting your observations. This form is for note-taking purposes ONLY.  You do not need to turn in this form.  When making your observations, make note of the following:

CLASSROOM OBSERVATIONS

1. Classroom Overall: Types of overall behavioral, social, emotional, and executive functioning difficulties observed in the classroom overall.
2. Teaching Methods/Approaches: Proactive and prevention strategies and teaching approaches observed (such as reinforcement approaches, behavioral systems, effective teaching practices as learned in our course, how the teacher addresses incidences early in the acting out cycle before the problem escalates, etc.).
3. Adult & Child Interactions: Ways that the adults (teachers, paraprofessionals, aides, etc) respond to different types of student behavioral difficulties, social difficulties, and emotional difficulties.
4. Reflection: How does what you observed connect to what you have learned through your coursework in EDUC 385/685?

Field Experience Observation Form

Keep in mind that your observations will inform your Field Experience Paper/Presentation so be familiar with that assignment before starting your observations. This form is for note-taking purposes ONLY.  You do not need to turn in this form. When making your observations, make note of the following:

 MEETING OBSERVATIONS

 Use this form for FBA/BIP meetings, child study team meetings related to behavioral concerns, behavior team meetings, etc.

1. Overall: Types of overall behavioral, social, emotional, and executive functioning difficulties discussed.
2. Data: Types of data collected, discussed, and analyzed.
3. Strategies/Approaches: Proactive and prevention strategies/plans discussed to address the behavioral difficulties.
4. BIP: Formalized behavioral interventions (or formal Behavior Intervention Plans) discussed or created, and what skills are being explicitly taught to address the problem
5. Reflection: How does what you observed connect to what you have learned through your coursework in EDUC 385/685?

Structured Literacy Classroom Observation Form

Video: _____________________________  Grade Level :_____    Subject  :________

1. Lesson Content:

• Is the lesson aligned with structured literacy principles?
• Are phonological awareness, phonics, fluency, vocabulary, and comprehension skills integrated into the lesson?

2. Explicit Instruction:

• Does the teacher provide clear explanations and demonstrations of literacy concepts?
• How does the teacher explicitly teach phonemic awareness, phonics, and decoding skills?

3. Multisensory Techniques:

• Does the teacher incorporate multisensory activities (visual, auditory, kinesthetic) to reinforce literacy concepts?
• How are manipulatives, gestures, and visual aids used to support learning?

4. Systematic Scope and Sequence:

• Is there evidence of a structured scope and sequence for literacy instruction?
• How does the lesson sequence build upon previously learned skills?

5. Differentiation:

• How does the teacher differentiate instruction to meet the diverse needs of students?
• Are there opportunities for individualized or small group instruction?

6. Feedback and Correction:

• How does the teacher provide feedback on students’ literacy skills?
• How are errors addressed, and what strategies are used for correction?

7. Engagement and Motivation:

• How does the teacher maintain student engagement during literacy activities?
• Are there strategies to promote intrinsic motivation and a positive attitude towards literacy?

8. Assessment:

• How are students assessed for literacy skills?
• Are assessments aligned with structured literacy principles, and do they inform instruction?

9. Classroom Environment:

• Is the classroom environment conducive to structured literacy instruction?
• How does the physical layout and organization support literacy learning?

10. Overall Impression:

• Provide an overall assessment of the effectiveness of structured literacy practices observed in the classroom.

Recommendations:

• Suggestions for improvement or further development of structured literacy instruction based on observations.

Additional Comments:

Emotional and Behavioral Disorders

(solved)

Module 1 Activities

Instructions: Either make a copy of this document using Google Docs or download as a word document.  Complete all activities within the copied document unless otherwise specified and upload the assignment as one single file.

Activity 1: Personal Reflection

Write a 2-3 paragraph reflection where you address the following three questions:

1. What has your prior experience been in working with children with emotional and/or behavioral disorders?  Explain your experiences.  What have been some of the challenges?  What successes have you had?
2. Think of at least two students with emotional or behavioral difficulties that you currently work with in the schools.  These students may or may not have diagnoses or Emotional Disturbance eligibility.  Describe their areas of difficulty, and identify 2-3 specific goals you would like to address for each student in relation to this course (e.g., learn specific relaxation techniques to help Student A with their anxiety).  Be sure to NOT include identifying information for the students.
3. What are you hoping to learn and take away from this course?

Activity 2: Conceptual Models and Effective Teaching Approaches

1. After reading about the conceptual models of interpreting behavior in Chapter 1 and reviewing the resources in Submodule 1.2, reflect on the following:  Do any of the conceptual models align with your personal philosophy of behavior?  Explain which conceptual model(s) align with your philosophy and why.  (In other words, which conceptual model or models make the most sense to you in explaining behavior?)

1. Reflect on effective teaching practices for students with EBD (see Chapter 1).  There may be an assumption that the only effective teachers for students with EBD are those that are strict, run their classroom like drill-sergeants, maintain a cold and distant approach, and focus on behavioral compliance without teaching academics (since the students cannot learn academics until they can behave).  Using the information in the textbook related to “good teaching” in Chapter 1, explain why this assumption is incorrect based on what you have read about setting expectations, what instruction should focus on, effective communication, and modeling.  Be specific in the effective teaching principles you are describing and directly connect them to the textbook with citations.

Activity 3: Disproportionality and Categorization in EBD Identification

On pages 46-48 in Chapter 2 of the course textbook, it mentions issues related to disproportionality in identifying children with emotional and behavioral disorders.  There could be many factors that may influence this over-identification for some subgroups and under-identification for other subgroups.  Answer the following questions:

1. What do you think are the factors that influence disproportionality (over-identification or under-identification) in identifying emotional and behavioral disorders?  Be specific when identifying the factors and explain how they affect disproportionality (with citations).
2. What types of EBD are most likely to be identified and which are least likely to be identified?  Explain why this might be the case with specific examples.
3. Many claim that there is a stigma associated with the special education category of Emotional Disturbance.  In two paragraphs, explain specifically what this stigma (or stereotype) might be and how that came to develop.  Also, explain how this may affect the identification of students with ED for services and the effective support and education of students with ED.  Make sure to use in-text citations in your response.

Bone Lab 2 Joints assignment

2. Label the 5 TYPES of bones. If you can’t write directly on the image, you can tell me what color matches each type of bone. If you are color blind, match the type of bone to the example bone to get the correct answer.
   The lighter red color (humerus) is a long bone, green (carpals) is a short bone, yellow (patella) is a sesamoid bone, magenta pink/purple (sternum) is a flat bone, and blue (thoracic vertebra) is an irregular bone
3. BRIEFLY, describe each type of bone (see question 1). Long bones: are longer than they are wide and are primarily involved in movement. They vary in length, such as toes being shorter than femurs. Short bones: have nearly equal length and width, giving them a cube-like shape that provides support and stability with limited movement. Flat bones: are thin and provide a surface for muscle attachment, as well as protection for internal organs. Irregular bones: have complex shapes, such as the vertebrae and hip bones, and serve various functions in the body. Sesamoid bones: are special bones embedded in tendons, helping to reduce friction and improve the mechanical advantage of the muscle.

3. Label the 3 TYPES of cartilage. If you can’t write directly on the image, you can tell me what color matches each type of cartilage. If you are color blind, correctly identify one example of each type of cartilage. Cartilage in the external ear and epiglottis are elastic cartilage. The cartilage of the intervertebral disc, public symphysis, and meniscus (padlike cartilage) in the knee joint is fibrocartilage. Cartilage in the nose, articular cartilage of a joint, costal cartilage, respiratory tract cartilages in the lungs, trachea, and larynx are classified as hyaline cartilage.
   
4. BRIEFLY, describe the function and location of each type of cartilage (see question 3) Fibrocartilage is tough and resilient, designed to absorb shock and resist compression, making it ideal for weight-bearing areas. It is located in the intervertebral discs, pubic symphysis, and the meniscus of the knee joint. Hyaline Cartilage provides smooth surfaces for joint movement, flexibility, and support. It is found in the nose, articular cartilage of joints, costal cartilage connecting the ribs to the sternum, and in the respiratory tract cartilages, including those in the lungs, trachea, and larynx. Elastic cartilage provides flexibility and support, making it ideal for areas that require movement. It is found in the external ear and the epiglottis.
5. BRIEFLY, describe how intramembranous ossification is different from endochondral ossification. How does each process happen, and what bones do they make? intramembranous ossification and endochondral ossification are two processes by which bone forms, but they differ in their mechanisms and the types of bones they produce Intramembranous Ossification: This process occurs directly within a fibrous membrane. Mesenchymal cells differentiate into osteoblasts, which then form bone. This type of ossification primarily produces flat bones, such as the skull, clavicles, and some facial bone. Endochondral Ossification: This process involves the replacement of hyaline cartilage with bone. Chondrocytes in the cartilage model undergo hypertrophy and apoptosis, and osteoblasts then invade the area to create bone. Endochondral ossification is responsible for forming long bones, such as the femur, tibia and humerus, as well as most of skeleton.
6. How are sesamoid bones formed? Sesamoid bones form in tendons due to stress and strain. They start as cartilaginous nodules and turn into bone when tendons are under pressure, often ossifying during puberty.
7. Why is the balance of osteoblasts to osteoclasts important for bone remodeling and health? The balance of osteoblasts and osteoclasts is important for healthy bones. If osteoblasts are more active, bones get stronger, but if osteoclasts are more active, bones can become weak and break easily.

What are the two ways cartilage grows? Describe briefly appositional Growth: This type occurs at the surface of the cartilage. Chondroblasts in the outer layer of the cartilage secrete Interstitial Growth: This type occurs within the cartilage new matrix, increasing the thickness of the cartilage. Chondrocytes divide and secrete new matrix, which expands the cartilage from within, increasing its size.

8. Include a picture of compact bone below (microscopic level). You can draw your own, or chose one from the lecture/Visible Body
9. Include a picture of spongy bone below (microscopic level). You can draw your own or choose one from the lecture/Visible Body.
10. How can you tell the difference between the pictures you used in 8 and 9? In other words, what features are unique to compact vs spongy bone? Compact bone Compact bone appears dense and solid, while spongy bone lacks the organized structure of osteons and has a network of open spaces, located in the interior of bones.
11. What’s a growth plate? Why is it important? What bones do you find it in? A growth plate is a cartilage layer at the ends of long bones that allows for growth in length during childhood and adolescence.
12. Insert a picture of ONE type of cartilage (microscopic level). Which type did you pick?

    Hyaline cartilage

Extra Credit (1-2 points):

Find me a picture of a skeleton from popular culture. For example, a movie or a TV show (Nightmare Before Christmas, Coco, ect). Tell me one thing that is anatomically CORRECT about this skeleton and one thing that is INCORRECT for two points.

Nightmare before Christmas

Anatomically correct: Jack Skellington has a recognizable cranium and mandible that resemble a human skull, with the distinct lower jaw (mandible) properly separated from and articulated with the skull.

Anatomically incorrect: Jack’s body is very long, with thin limbs that are not proportional to a human femur or humerus, which are normal in length compared to the rest of his skeleton