Anne Desotelle

Summary/Reflection EDUC 529/683

July 2014

Participating in this practicum has helped me look more closely at the lessons and
assessments I utilize with my students (INTASC 2, 8 & 10; WI 7, 8, 9 & 10). Students have a
variety of learning styles and meeting the needs of individual students is the key to increased
achievement. The intervention sessions allowed me to differentiate for my students particular
needs around literacy development. Ongoing formative assessments helped guide my
instruction and planning for subsequent lessons, making adjustments along the way as
necessary, depending on the needs of the child. Communicating with parents and the
classroom teacher on an ongoing basis helped to further the childs achievement progress.
Having a variety of tools to draw from when planning and implementing interventions is
essential (WI 4). Without a variety of strategies, I may not be able to find that one key to
unlock the door to learning for a particular student. When those aha moments come for a
student, they are engaged in the learning process and open to new learning. Knowing when to
guide and support and when to step back and honor the struggle that a child may be having is
not an exact science, but too often we err on the side of giving answers to the detriment of
the childs learning in the long run. As I watched my intervention students struggle then come
to new understandings about words, sentences, content, and ways of thinking, I was able to
help them see how important that struggle is, while building their own capacity to learn and
become independent thinkers (WI 9; INTASC 9). Parents and teachers were also able to help
the child find value in the struggle to learn, while still giving needed support when learning
breaks down (WI 10; INTASC 10).
Anne Desotelle
Summary/Reflection EDUC 529/683
July 2014
While most of the intervention plans were able to be executed as planned originally,
there were times when I released the student too soon and had to pull back and support with a
we do strategy. Being systematic with my plans, however, did help both of the students I
worked with to become comfortable in our routines. We could move from one part of the
lesson to the next smoothly and I think that was a comfort for children who often feel one step
behind their peers in the classroom. In future planning I would make my sessions a bit longer
or add another day to the week of intervention to go deeper into some of the comprehension
both of my students really needed. I think, upon reflection, that I would also vary my lessons to
address multiple modalities of learning. I do not think I did enough kinesthetic or auditory type
activities during lessons as evidenced by my students inability to concentrate for lengths of
time without becoming wiggly and distracted. Knowing and understanding the stages of
literacy development is also extremely important in designing appropriate lessons that will
move a child up the literacy development continuum through many modalities of engagement
(WI 5). I feel that this practicum has helped me to better understand those stages, and in
planning for future lessons I would implement instruction that targets the childs needs more
effectively (WI 1, 2, & 9).
In my role as a coach and support teacher, I will need to work closely with teachers and
understand their level of expertise when discussing appropriate instruction and assessment of
learning (INTASC 1, 2, & 10; WI 1, 2, & 10). I feel better equipped to be able to help other
teachers in my role as coach as they struggle to fit effective interventions into their daily
routines. I think there are many ways to differentiate learning within the school day so that
struggling students get many opportunities to practice literacy skills without being singled out
Anne Desotelle
Summary/Reflection EDUC 529/683
July 2014
into a specific intervention group. Integrating learning opportunities for students can have a
tremendous impact on their learning and help build their self-confidence. Helping students
become life-long learners with a passion for knowledge is my goal (INTASC 3, 4, & 5; WI 2, 3, 4,
&6). Having completed these tutoring sessions helps me better understand the role of
assessment and planning for teaching and learning and leaves me closer to helping other
teachers improve teaching and learning for all students.