Business > CASE STUDY > JXT2-Task 1.docx JXT2- Task 1 A. My school is a suburb of the SE Denver metro with 7 (All)

JXT2-Task 1.docx JXT2- Task 1 A. My school is a suburb of the SE Denver metro with 7

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JXT2-Task 1.docx JXT2- Task 1 A. My school is a suburb of the SE Denver metro with 730 students in a K-8 setting. We currently have 66 first grade students with varying abilities that are divide... d into three classes with 22 students in each class. My instructional setting consists of 22 children. I have one student that has an IEP for Speech, one student who has significant behavioral needs, one student who has been referred to MTSS Tier 2 (formerly known as RTI) for both behavior and academics, one student that has been identified for Special Education and receives push-in/pull-out services, and four other students other students who are functioning below or slightly below grade level. I also have four students that are high-performing and working above grade level. One of these students were referred to the Gifted and Talented teacher for early Cog AT testing and the results have identified him as a GT student. One human development theory that can be applied to my instructional setting is Vygotskys Zone of Proximal Development Theory to support student learning. Vygotsky referred to the difference between what the child is able to do without support and what can be done if the child is given some support as the Zone of Proximal Development. I use cooperative learning in my instructional setting so that students are able to work with their peers to complete a task using previously learned information. An example of cooperative learning in my classroom is after Ive taught my stud. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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