How does the mentor teacher assess individual and group progress

Teachers are cognizant of how students grow and develop. They recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Therefore, teachers need to be able to design and implement developmentally appropriate and challenging learning experiences that are flexible to address these differences. Teachers regularly assess individual and group performance to design and adjust instruction to meet students’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffold instruction of their next level of development.

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

Part 1: Small Group Literacy Skills Lesson Plan

With a certified special education teacher in an early childhood elementary (Grades K‐3) inclusive setting, identify a small group of students who would benefit from a lesson plan reinforcing a literacy skill previously taught to them. Use the prompts below to help guide a discussion with the mentor teacher about each student’s development.

What criteria does the mentor teacher use to assess the students’ literacy skill development and abilities?

How does the mentor teacher assess individual and group progress?

How does the mentor teacher modify instruction to meet student needs?

What are examples of developmentally‐appropriate learning experiences the mentor teacher has used to develop students’ literacy skills?

Collaborate with the mentor teacher to design a complete standard‐ based lesson that meets the needs of the identified students, using the “COE Lesson Plan Template.” ***It Is ATTACHED***

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

gcu_coe_lesson_plan_template