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Ms. Ohashi’s Classroom Edit display name

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As a clinician who does not have access to classroom resources and supplies, having the use of a screen on which to create and tap into a more visual and interactive curriculum will create opportunities to make learning more stimulating and engaging. Most of my students (ages 5-8) have a combination of developmental skills deficits, noted language and communication barriers, and existing diagnoses related to attention and trauma. Having a visual platform with which to access some of the best clinical practices and vetted tailored curricula, as well as the use of applications to create my own, will amplify the range, depth and effectiveness of lessons that can be taught. This was apparent during remote learning when technology was the only platform available to deliver lessons. It was noted how readily students retained lessons that featured superheros, animated characters, and were entertaining. Students have now become increasingly familiar and comfortable with technology such that it is quickly becoming the preferred medium for learning and expanding ideas. Lessons were created on a laptop to focus on one skill, such as anger management, in which short videos illustrating the skill could be viewed via zoom, followed by an interactive work sheet that assessed understanding. The lessons often have the option for students to participate out loud in responses. Having both visual and auditory modalities seems to increase students' ability to encode and retain information as well as offer options for both visual and auditory learners. In an effort to return to in-person learning, I am trying to adapt my curriculum and incorporate lessons learned from remote learning that maximize success for these students.

About my class

As a clinician who does not have access to classroom resources and supplies, having the use of a screen on which to create and tap into a more visual and interactive curriculum will create opportunities to make learning more stimulating and engaging. Most of my students (ages 5-8) have a combination of developmental skills deficits, noted language and communication barriers, and existing diagnoses related to attention and trauma. Having a visual platform with which to access some of the best clinical practices and vetted tailored curricula, as well as the use of applications to create my own, will amplify the range, depth and effectiveness of lessons that can be taught. This was apparent during remote learning when technology was the only platform available to deliver lessons. It was noted how readily students retained lessons that featured superheros, animated characters, and were entertaining. Students have now become increasingly familiar and comfortable with technology such that it is quickly becoming the preferred medium for learning and expanding ideas. Lessons were created on a laptop to focus on one skill, such as anger management, in which short videos illustrating the skill could be viewed via zoom, followed by an interactive work sheet that assessed understanding. The lessons often have the option for students to participate out loud in responses. Having both visual and auditory modalities seems to increase students' ability to encode and retain information as well as offer options for both visual and auditory learners. In an effort to return to in-person learning, I am trying to adapt my curriculum and incorporate lessons learned from remote learning that maximize success for these students.

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About my class

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