Individual Program Task Analysis
Kelli Sprenger
Individual Program Task Analysis
Standard #7: Planning for Instruction
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Individual Program Task Analysis | |
File Size: | 48 kb |
File Type: | docx |
This artifact is a task analysis for an individual program from my placement at the CLC. It shows the children's goals, tasks to meet those goals, and the differentiation needed. Although it is called an "individual program", it is most often a small group setting, but each child is working on individual goals. In this case, and as much as possible, the children are separated into groups of similar individual goals. The children in this program were able to walk independently, but all needed improvements in the quality of movements, especially in increasingly difficult situations. To start writing a task analysis for an individual program, I had to think of each child's goals separately. After that, I planned tasks that could meet those individual goals, but that also allowed the children to be in a "group setting" as much as possible. I created stations for three different tasks to be completed. For motivation and for future assessment, each student was to record their progress at each station for a competition to see who could do the best. The task analysis shows my plan for the children at each of the stations, as well as a different method of transferring between them.
I think that my plan for this individual program was very well thought out and met the need of the students, but one problem was that it was too much for the first time. As I was explaining and demonstrating the stations, I could quickly tell that I needed to change my plan. I had planned to have each child at a separate station, but I noticed that they needed much more verbal facilitation than I had expected. So instead, I had the children each complete the same station before all transferring to the next. I believe that if I would have had this same group for an individual program the following day, my original plan would have worked since the children had practiced and knew the expectations a little better. Even though the program wasn't exactly how I had planned, I was proud that I was able to adjust it on the spot and make sure it was still a quality program.
(scan of field supervisor's comments?)
I think that my plan for this individual program was very well thought out and met the need of the students, but one problem was that it was too much for the first time. As I was explaining and demonstrating the stations, I could quickly tell that I needed to change my plan. I had planned to have each child at a separate station, but I noticed that they needed much more verbal facilitation than I had expected. So instead, I had the children each complete the same station before all transferring to the next. I believe that if I would have had this same group for an individual program the following day, my original plan would have worked since the children had practiced and knew the expectations a little better. Even though the program wasn't exactly how I had planned, I was proud that I was able to adjust it on the spot and make sure it was still a quality program.
(scan of field supervisor's comments?)