The Clinical Field Experience In This Course Must Tak 083075

The Clinical Field Experience In This Course Must Take Place In A K 3

The clinical field experience in this course must take place in a K-3 setting. Allocate at least 5 hours in the field to support this clinical field experience. Use this field experience to inform Part 2 of the benchmark assignment. In this field experience, observe the class, particularly the small group identified in the previous topic. Using the “COE Lesson Plan Template” and the information from your pre-assessment in Part 1 of your benchmark, create and deliver a lesson for the group that supports students' growth in the selected developmental or academic areas.

After facilitating the lesson, use the same technology-based assessment from the pre-assessment as a post-assessment to evaluate the small group’s progress. Write a reflection on your experience, including modifications you would make to your lesson, assessment, or assessment procedures in the future. Explain how you will use your findings in your future professional practice. Submit the small group lesson and reflection as a single deliverable. Prepare this assignment following APA style guidelines. An abstract is not required. Review the rubric beforehand to understand the expectations for successful completion.

Paper For Above instruction

The clinical field experience component of this course requires students to engage directly within a Kindergarten through third grade (K-3) educational setting. Specifically, students must dedicate at least five hours to observe, plan, and implement instructional activities aimed at supporting early childhood development and academic growth. This hands-on experience is designed to reinforce theoretical learning through real-world application, fostering pedagogical skills and reflective practices crucial for aspiring educators.

During the field experience, students should focus on observing the classroom environment, with particular attention given to the small group previously identified during the initial topic. The prior assessment of this group provides essential insights into their specific developmental or academic needs. Utilizing the “COE Lesson Plan Template,” students are expected to design a tailored lesson plan aligned with the pre-assessment data, ensuring targeted instruction that promotes growth in identified areas.

Implementation of the lesson is a vital component of this experience, requiring students to actively teach the small group. In doing so, they should consider differentiation strategies and engagement techniques suitable for young learners. The same technology-based assessment utilized during the pre-assessment phase will serve as the post-assessment tool to measure students’ progress. This comparative analysis enables students to evaluate the effectiveness of their instruction and identify areas for improvement.

Following the lesson and assessment, students are required to reflect on their teaching practice. The reflection should include a critical analysis of what went well, as well as modifications for future lessons, assessments, or assessment procedures. The goal of this reflection is to enhance pedagogical strategies and support continuous professional growth. Students must articulate how findings from this experience will influence their future teaching practices, contributing to their development as reflective practitioners.

The submission must comprise both the lesson plan and the reflection, combined into a single document. All work should conform to APA style guidelines, demonstrating clarity, coherence, and professionalism. Although an abstract is not necessary, students should familiarize themselves with the grading rubric to ensure all expectations are met effectively.

References

• California Department of Education. (2020). Early childhood education standards. https://www.cde.ca.gov
• McLeskey, J., & Waldron, N. L. (2020). Inclusion: Effective practices for all students. Pearson.
• National Association for the Education of Young Children. (2021). Developmentally appropriate practice in early childhood programs. NAEYC.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• U.S. Department of Education. (2019). Teaching and learning with technology. https://tech.ed.gov
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher. Harry K. Wong Publications.
• Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 15(2-3), 191-210.
• Kelly, M., & Winsler, A. (2020). Early childhood education: Theory, research, and practice. Routledge.