Business > CASE STUDY > Assessment_Week_5.docx ELM-500 Benchmark – Summative Course Assessment GCU: ELM-500 (All)
Assessment_Week_5.docx ELM-500 Benchmark – Summative Course Assessment GCU: ELM-500
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Assessment_Week_5.docx ELM-500 Benchmark – Summative Course Assessment GCU: ELM-500 Week Five Assessment The classroom environment and the children that comprise the class can present the ... teacher with a multitude of differing needs. No two people are the same and the same goes with how people learn. The monotony of a simple lecture with power point where the instructor drawls on and on is not going to be the ideal learning style for many individuals, especially those in a fifth-grade class. The teacher of a fifth-grade class needs to be engaging and promote inclusion in the lesson with their students. However, the instructor must also be aware of the individuals who have individual education plans (IEP), in which the instruction will have to be modified to fit their individual needs. The biggest challenge is to be able to reach the class while also modifying the instruction so those who have differing IEPs can also participate and learn. In this paper, I will be covering teaching strategies to engage the class as a whole, modifications to teaching that encourage participation of all individuals, and how to ensure the instruction is developmentally appropriate for the students interests and needs. When teaching a class, the teacher must first gain the attention of the students to certify they are focused on the task at hand. Differing ways to do this include holding fingers in the air counting down from five silently, this allows those who are attentive to grab the attention of their peers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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