Business > CASE STUDY > JWT2 Task 1.docx JWT2 – Task 1 A. There are some potential challenges I may face in (All)
JWT2 Task 1.docx JWT2 – Task 1 A. There are some potential challenges I may face in
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JWT2 Task 1.docx JWT2 – Task 1 A. There are some potential challenges I may face in my instructional setting. In relation to student learning preferences or modalities, the potential chal... lenges I face are the following: Kinesthetic learning: The curriculum in my instructional setting is heavily scripted. Over the years, I have learned to adjust the instructional strategies to add some kinesthetic learning to the curriculum. For example, one lesson this week asked to have the children gaze upon the classroom from their desks to find circles and squares without getting up. Instead, I had them get out of their seats and turned on music. The children were asked to walk around the room and freeze when the music stopped. Once they were not moving, the task was to have them find a circle in their line of vision without moving their bodies. I gave them about 20 seconds to find a circle and then they pointed it out to a neighbor that was closest to them. We continued for 2 more rounds of music with finding circles. After three rounds of finding circles, we discussed squares and the children did the same activity but pointed out squares instead. The whole activity took 5 minutes which was what the lesson plan allowed but the students were able to walk around and talk to a partner. The scripted curriculum does not have a lot of kinesthetic activities so I have to leave them out or create them. I dont always have time in my subject block to add this in if the lesson is really deep. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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