Posted: September 19th, 2023

Clinical Field Experience B: Targeted Teaching Plan

Clinical Field Experience B: Targeted Teaching Plan

Paper instructions:
Targeted teaching plans are developed with the use of observational data. It is important to consider a student’s level of engagement and motivation when developing plans, which are collected through anecdotal notes, as well as informal and formal assessments. A targeted teaching plan is created based on standards and learning objectives.

Allocate at least 3 hours in the field to support this field experience.

Observe your mentor teacher delivering a literacy or math lesson. Take observational notes on the student you identified in Clinical Field Experience A, with the purpose of using this data to develop a targeted teaching intervention. Include information on the student’s level of engagement, what motivates him or her, any potential distractions, and any strategies or modifications to curriculum that would support and engage the student.

After your observation, arrange to meet with your mentor teacher to discuss your observations. Based on your observations and your discussion with your mentor teacher, identify at least two state literacy or mathematics learning standards that might be appropriate for the identified student with whom you will use your targeted teaching plan. Note that your mentor teacher might want to decide which standards you address during your one-on-one time with the identified student.

Based on feedback from your mentor teacher, create at least two learning objectives that align to the standards you have chosen, as well as create one activity aligned to the learning objectives that you might use to support the identified student’s learning and engagement. Develop a plan with your mentor teacher to administer your activity with the identified student during your next visit.

Submit your observation notes, two learning objectives, and activity.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Targeted Teaching Plan
Engaging all students in the learning process requires understanding each student’s needs, strengths, and challenges. Developing targeted teaching plans allows educators to tailor instruction to better support individual students (Tomlinson, 2017). This paper will outline observations of a student during a literacy lesson and propose a targeted teaching intervention aligned to state standards.
Observational Notes
I observed a third grade literacy lesson taught by Ms. Smith at Johnson Elementary School on September 15, 2023. The lesson’s objective was for students to identify the main idea and supporting details in a short passage. While most students were actively engaged in the lesson, I noticed John often looked around the room and fidgeted with objects on his desk. When called on to answer questions, John was often unable to recall details from the passage.
According to Ms. Smith, John enjoys physical activities but struggles with focusing for long periods of time (Personal communication, September 15, 2023). She noted he responds well to positive reinforcement. During group work, John appeared distracted but became engaged when the teacher checked in individually. This suggests one-on-one instruction could better suit John’s needs.
Standards and Learning Objectives
Two third grade English Language Arts Common Core standards may be appropriate targets for John:
CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010a).
CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010b).
Based on these standards, two learning objectives for John are:
Given a short passage, John will identify the main idea with 80% accuracy.
Given a short passage, John will recall two supporting details and explain how they relate to the main idea with 75% accuracy.
Targeted Teaching Activity
To address the learning objectives, I will conduct a one-on-one session with John using a modified version of the passage from the class lesson. We will read the passage together and I will ask prompting questions to help John identify the main idea and two supporting details. For example, “What is this story mostly about?” and “Can you tell me two things that happened to support the main idea?” I will provide positive reinforcement and check for understanding throughout. Upon completion, I will assess if John met the learning objectives. (Tomlinson, 2017)
In conclusion, targeted teaching plans allow educators to tailor instruction to meet students’ individual needs. For John, modifying instruction delivery and content could help engage him in literacy lessons aligned to state standards. Checking for understanding throughout will also provide data to evaluate the effectiveness of this intervention.
References
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010a). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. http://www.corestandards.org/ELA-Literacy/
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010b). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. http://www.corestandards.org/ELA-Literacy/
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, VA: ASCD. https://www.ascd.org/el/articles/how-to-differentiate-instruction-in-academically-diverse-classrooms
In text citations:
(Tomlinson, 2017)
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010a)
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010b)

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