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Rational for Wisconsin Teacher Development and Licensure Standard Three

In ED 396, Introduction to Exceptional Learner, we created an instructional opportunity

where we demonstrated our understanding of how exceptional education students approach

learning by meeting an individual students needs. We had the opportunity to show how we

specifically interacted with said student during the teaching of the lesson. Then we self-assessed

this interaction/teaching through the use of videotape. For my ED 396 field I was at Carmen

High School of Science and Technology and my specific student that I was working with was an

ELL student. I learned many valuable lessons in how important my words and body language

are during my instruction when teaching ELL or ESL students. I was able to learn that through

the use of analogies and very visual forms of instruction, like manipulatives, the student was able

to better grasp the concepts. Allowing the student to speak Spanish with peers when he needed

clarification that I was not able to give, speaking less and writing more bulleted, direct phrases,

and slowing the pace of my instruction provided to be very important in ensuring that the student

was able to overcome certain barriers that may have impeded his learning.

Wisconsin Teacher Development and Licensure Standard Three encompasses creating

learning opportunities that are appropriate to the stages of development of your students, their

learning style,s and their strengths and needs. I knew that this student would need me to walk

him through the project by reading most of the instructions out loud. The student was also very

introverted and shy to speak/communicate his thought process to me either verbally or in writing.

For him, I went step-by-step through the activity and modeled every molecule with him and

helped him write down his answer correctly or allowed him to answer orally. I challenged him to

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verbally walk me through his thought process even though I knew that it was uncomfortable at

times. I used a lot of positive reinforcement and I allowed him time to think and process without

jumping in too soon. I had him work with a partner because he felt more confident when he was

with one of his peers.

The ATEP project demonstrates the Alverno Education Department Outcomes of the

Major of Integrative Interaction. Integrative interaction means that I respect the different

approaches of my students and understand the varying needs of each individual. I paired him

with a student that had a higher reading comprehension and more understanding of the material.

I gave them time to develop their answer and I read directions out loud. I knew that he needed to

speak Spanish at times to fully understand what was being asked and I used manipulatives. I

gave him plenty of reinforcement so he felt comfortable around me and to ensure that he would

not shut down from learning.