Roberson, Zackery

Educ 450
4/21/16

TWS--Modifications, Adaptations, Accommodations

Students
For my classroom at Rocky Mountain high school metals one, there was a wide
range of students. Almost each style of student at RHS is present in my small class of
16 students. From voyager to advance students. They all can be found in a metals one
class together. Some students require further assistance. For example one student,
whom I will address as Bill typically needs some more guidance than others. Today
while working on writing code G-code for the classes desktop CNC router. The majority
of the class was nearly finished with the assignment and was getting ready to move to
the next phase of the project. However Bill was falling further and further behind. While
walking the classroom and assessing student work I noticed his. Once I got close he
asked me for assistance. It became clear that he has some level of cognitive disability.
Due to the fact that was difficult for him to understand the Cartesian coordinate system
(X,Y,Z). I was able to work with him directly and give him the required support that he
needed step by step to complete the code. This was directly related to the fact that I am
not the sole teacher presence in this environment. It would have been more of a
challenge if I was alone. Another student whom I will address as Cyrus was in the early
section of my class. For Cyrus It was a few different factors holding him back. Honestly
for him the biggest obstacle and handicap was emotional motivation. I noticed him from
day one of being in that class. I began to address this with his teacher and he and I
began to collectively give him more support. Personally for me it was a bit difficult
considering that I was coming in more than half way through the semester and only had
a few weeks with this student. Especially, because I was lacking the personal
relationship with him. Initially I was met with hostility and resentment of my presence.
He felt as if I was authoritative position ordering him to do pointless work, and not
someone who is interested in his wellbeing. Sadly he was well past the point of no
return and he was not going to pass the class. However we did not give up on him. Of
course we had to accommodate some of the labs, because he was missing necessary

information to be self-sustaining. We were able to give him lab demonstrations with

other students and get Cyrus involved. With a bit more of personal supervision using the
machines. It was a small win but a win none the less.

Accommodations

To meet this wide range of students I did my best it employ multiple learning
styles. As my data analysis will show I believe it was effective, because the class
average rose from the mid 40% to 88%. However this still leaves room for improvement.
During my lecture I tried to break down complex problems into a small pieces of
information. This combined with lecture, pictures, a short movie and pre quiz, post quiz,
and a lab. I would summarize. My teaching style as see, think, do. I purposely built in a
question time for students to talk with one another on a problem that had a grey area
answer. This allowed for further cognitive grow on the material. However I did fall short
in stopping myself, to ask for more immediate student feedback questions. This is
something that I am now aware of and will begin to look for more. By using these
different teaching styles I was trying to be effective with multiple intelligence levels while
still being effective with the time. For my pre and post quiz I tried to work in different
aspects. For example. One multiple choice questions had a picture of the process. This
was labeled to accommodate. Students could answer the questions by knowing one of
a handful of items. This would allow them to connect an aspect they were confident in.
Like geometry, spindle directing relative to work, and chip shape relative to exit
direction. For this class there was no need for a special accommodations in regards to
seating or additional handouts due to vision or verbal imparities.