Whitney Gilbreth
D670 Task 1
Simulation Reflection
My mission in this simulated classroom experience was to facilitate
multisensory instruction of a Tier 2 vocabulary word, assess and
address gaps in understanding, and engage students in a practice
activity to support comprehension. A list of five vocabulary words was
provided for this lesson, but we only needed to provide Tier 2
instructional intervention for one of them. The vocabulary word I
chose for this lesson was “construct.” There were five students in this
simulation: Mina, Will, Jayla, Emily, and Carlos.
We started our lesson by defining our vocabulary word. First, I gave
the students the chance to give me their own definitions of the word
construct, then I provided them with the definition I had. Next, I asked
the class whether the word ‘construct’ is a noun, a verb, or an
adjective. Mina knew right away that 'construct' is a verb, and she
explained that it is considered a verb because it describes an action.
We moved on to syllables, synonyms, and antonyms. We worked
through these together as a class; in doing so, the students were able
to grasp the meaning of our vocabulary word. We also practiced using
our vocabulary words in sentences, working through multiple
examples. We reached the last part of our lesson, which was an
extended practice: filling out a word map for the word 'construct'. I
held up the word map worksheet. There were four sections to our word
map. We needed to define the word, identify synonyms, use it
meaningfully in a sentence, and, lastly, have the students draw a
visual representation of our word. Each student got to share their
drawings with the class. Before we concluded our lesson, we spent the
last couple of minutes reviewing our lesson together as a class.
Simulated classroom experiences tend to make me feel uneasy or
anxious. I have been a substitute teacher for over 6 years, and
teaching a classroom doesn’t intimidate me, so I am unsure why a
simulated classroom would have that impact on me. Once the
simulation begins, my nerves usually disappear. My biggest worry is
usually time constraints; fitting all the information into a short window
D670 Task 1
Simulation Reflection
My mission in this simulated classroom experience was to facilitate
multisensory instruction of a Tier 2 vocabulary word, assess and
address gaps in understanding, and engage students in a practice
activity to support comprehension. A list of five vocabulary words was
provided for this lesson, but we only needed to provide Tier 2
instructional intervention for one of them. The vocabulary word I
chose for this lesson was “construct.” There were five students in this
simulation: Mina, Will, Jayla, Emily, and Carlos.
We started our lesson by defining our vocabulary word. First, I gave
the students the chance to give me their own definitions of the word
construct, then I provided them with the definition I had. Next, I asked
the class whether the word ‘construct’ is a noun, a verb, or an
adjective. Mina knew right away that 'construct' is a verb, and she
explained that it is considered a verb because it describes an action.
We moved on to syllables, synonyms, and antonyms. We worked
through these together as a class; in doing so, the students were able
to grasp the meaning of our vocabulary word. We also practiced using
our vocabulary words in sentences, working through multiple
examples. We reached the last part of our lesson, which was an
extended practice: filling out a word map for the word 'construct'. I
held up the word map worksheet. There were four sections to our word
map. We needed to define the word, identify synonyms, use it
meaningfully in a sentence, and, lastly, have the students draw a
visual representation of our word. Each student got to share their
drawings with the class. Before we concluded our lesson, we spent the
last couple of minutes reviewing our lesson together as a class.
Simulated classroom experiences tend to make me feel uneasy or
anxious. I have been a substitute teacher for over 6 years, and
teaching a classroom doesn’t intimidate me, so I am unsure why a
simulated classroom would have that impact on me. Once the
simulation begins, my nerves usually disappear. My biggest worry is
usually time constraints; fitting all the information into a short window
