Placing Gero With Merline Case Study
Part 2: Phases of the Academic Subjects Protocol.
• Phase I - Sizing up the gap by understanding the task and the student.
1. Discuss which part of the lesson facilitates Gero’s comprehension (SLIDE) and which part of the lesson needs extra support for Gero’s comprehension (TREAD).
The teacher’s introduction is very visual (SLIDE) which will help Gero comprehend what the teacher is talking about. Throughout the directions, the teacher uses a lot of explaining and guidance (TREAD) which will help Gero clearly understand the different task and activities.
• Phase II - Supporting Instruction. Discuss the following (use complete sentences):
1. The type of nonverbal support Ms. Levin add for Gero;
The teacher places Gero in the front of the classroom, …show more content…
The type of verbal support did Ms. Levin add for Gero;
The teacher takes her time to guide the students through the activity. She make sure that her explanations are clear, and that she is providing enough verbal support. However, Gero needs extra help to understand the verbal supports. Placing Gero with Merline, is a great idea to keep Gero in track. Merline will translate for Gero if he gets lost.
3. How did Ms. Levin provide the nonverbal and verbal support for Gero? Was it universal, supplemental, or alternative? Did it occur before, during, or after the lesson? Who provided the support? Was collaboration involved?
The teacher provided universal support because she accommodated the entire lesson to benefit Gero at all time. Even though she was prepared before the lesson was given, she also had to make modifications during the lessons. She had to add on extra non-verbal support, so that Gero can comprehend the lesson. The teacher often provides support to Gero by making the necessary modifications needed for him. Moreover, the teacher also use the collaboration of a student to translate to Gero whenever it might be needs.
4. If an intermediate or advanced English learner was in the same class, what could Ms. Levin have done to support his/her
• Phase I - Sizing up the gap by understanding the task and the student.
1. Discuss which part of the lesson facilitates Gero’s comprehension (SLIDE) and which part of the lesson needs extra support for Gero’s comprehension (TREAD).
The teacher’s introduction is very visual (SLIDE) which will help Gero comprehend what the teacher is talking about. Throughout the directions, the teacher uses a lot of explaining and guidance (TREAD) which will help Gero clearly understand the different task and activities.
• Phase II - Supporting Instruction. Discuss the following (use complete sentences):
1. The type of nonverbal support Ms. Levin add for Gero;
The teacher places Gero in the front of the classroom, …show more content…
The type of verbal support did Ms. Levin add for Gero;
The teacher takes her time to guide the students through the activity. She make sure that her explanations are clear, and that she is providing enough verbal support. However, Gero needs extra help to understand the verbal supports. Placing Gero with Merline, is a great idea to keep Gero in track. Merline will translate for Gero if he gets lost.
3. How did Ms. Levin provide the nonverbal and verbal support for Gero? Was it universal, supplemental, or alternative? Did it occur before, during, or after the lesson? Who provided the support? Was collaboration involved?
The teacher provided universal support because she accommodated the entire lesson to benefit Gero at all time. Even though she was prepared before the lesson was given, she also had to make modifications during the lessons. She had to add on extra non-verbal support, so that Gero can comprehend the lesson. The teacher often provides support to Gero by making the necessary modifications needed for him. Moreover, the teacher also use the collaboration of a student to translate to Gero whenever it might be needs.
4. If an intermediate or advanced English learner was in the same class, what could Ms. Levin have done to support his/her