Learning diary 3 ( teaching practice)

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Teaching practice ( 31.10.2024)

Teaching topic 

  1. Introduction of housing benefit as one of social benefits in Finland 

  1. Understanding of life as an adult in the future  


Constructivism learning theory was applicable to develop student's previous knowledge got from their life time to have deep insights and brief explanation on teaching material's contents for example, 'considering where to live, convenience nearby home,  who can live together, home structure’s preferences,  how to organize stuff at home,  what I want to do at home  and what is important at home.'
First of all, Dialogic teaching method as student centered approach went through assistant and students first to think about questionnaire's questions and pictures.
After that, Students made design plan by drawing, writing, or cutting magazine's pictures shape by scissors according to their kinesthetic movements preferences.
Lastly, two of students participated to practice interpersonal skills by using already marked ' näin minä haluan asua' materials. Two of students could participate to give and answer questions to each other according to me, teacher and assistant's observation and assistance.

Co-teaching experiences

I and guiding teacher had to remix teaching practice plan and materials together to be prepared for two visitor's attendances from outside of school. Teaching practice plan and implementation went slightly differently.
It was good experiences to give teaching by taking turn. Watching material was organised by guiding teacher to let students learn about how to be independent at home, what possible social services are available, what to keep in mind about housing etc.

Student's made house design plan was meaningful to assess by knowing home's preferences. Kinesthetic teaching method would be helpful for them to learn about fine motor skills and cognitive skills with full visualisation considering each differen level of literacy skills. House design plan and questionnaire were evidences both themselves and me learning process visually and have questions to each other by improving metacognitive skills. It was helpful to assess their learning formatively summatively.

Special needs student's both cognitive and metacognitive skills's improvement are necessary during learning. Teacher's pedagogical plan, teaching method should apply on those skills and teaching topics to learn during classes. It can be time consuming and needs teacher's individualised assistance, teaching anf guidances to students. However, learning outcomes will make student's life's independence and qualities better persfective of personal life, problem solving skills in life and working life when they learnt to practice certain skills to reflect on issue, self-recognition and evaluation etc.

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