McDaniel College Deaf (Bilingual) Education Program

Practicum Reflection Journal
(for all observations and activities)

       Date:     11/8/18                Time    1:30­2:30                 Number of hours     one hour
      School Kendall Demonstration Elementary School
Category (check all that apply):          Age 0­5            K­Gr. 2          ✓  Gr. 3­5            Middle        __ High 

          Reg class            __ Res. Life              
  ✓ Special Needs            __ Mainstream               Support Services  

      ___Other: ___________________

Conceptual Framework Used for this Reflection: (check all that apply)

✓  K = Knowledge   
✓  D = Diversity  
 AB = Attitudes & Behaviors (Dispositions) 
     ✓  R = Reflection  
✓  C = Communication   
✓  T = Technology

Description (Technical Level) – Continued from reflection journal #21.

Students A and E had their speech sessions and student C joined his grade class for
physical education class. The art teacher picked up students B and D. The students walked with
the art teacher to the art classroom located a floor above their classroom.
Upon going in the art room, the students sat down in front of a circle table and the smart
TV is in front of the table. The teacher stood next to the Smart TV. The layout of the classroom is
as demonstrated below:
Smart TV

Student D Art Teacher

One­one teacher Student B
aide

Student A Student E
(joined in later) (joined in later)
 The art teacher showed the students a picture of Van Gough and he explained a brief
history about him that he is a deaf person who is well known for his paintings. On the next slide,
Van Gough’s artwork displayed on the Smart TV and the teacher shared that the students will be
attempting to paint a replicate of Van Gough’s work. The art teacher reminded the students that it
is okay if they are unable to replicate Van Gough’s artwork as exact as it is (C) (T).
The art teacher promoted the students to focus on the details from the painting, which
includes: background, flowers, leaf and vase (C). The teacher asked students to watch him as he
demonstrate how would he draw the vase with flowers (C) (R). When the art teacher drew an
example, student D looked at the table and the one-one-teacher aide prompted him to look at the
art teacher. After the art teacher’s demonstration, student B drew flowers and leaf using pencil on
a drawing pad paper. The student showed his artwork to the art teacher with a pride and the art
teacher complimented WOW THAT’S GOOD! (C) The art teacher added a statement BUT YOU
MISS ONE THING LOOK AT THE PICTURE as he pointed on the Smart TV and the student
observed the picture (R) (T). As the student was unable to response, the art teacher asked the
student, HOW CAN FLOWER STAND? The student pointed to the picture of vase and art
teacher replied YES VASE (C) (R).
The art teacher explained student D’s one-one teacher aide that the student will focus on
drawing a handshape that describes his feeling for example: open B for HAPPY (C) (D). As the
art teacher worked with assisting student B’s drawing, student D and one-one-teacher aide sat
quietly. When the art teacher finished with helping student B he moved to student D and
discussed with the teacher aide about determining what to draw for student D (C) (R). As they
discussed ideas, the art teacher decided to promote student D with drawing a tree in related to his
personal identity (K) (R). The art teacher placed his arm on the paper and used pencil to trace his
arm and hand.
By 2pm students A and E joined in the art class and the art teacher welcomed them,
HELLO COME JOIN (C). Students A and E drew their flowers in vases and then all students
painted in the outline of their drawings quietly (K) (AB).
When the time turns 2:30pm the art teacher commented FINISH TIME CLEAN UP. The
students followed the instruction (K) (AB).

Analysis (Contextual Level) – The teacher displayed a clear expectation and objective
of the lesson plan by demonstrating pictures and his example. The teacher provided an open-
ended questions for example, HOW CAN FLOWERS STAND? In order to promote the students
to use their critical thinking skills (R) (C).

Critical Reflection (Dialectical Level) – The art teacher created a good application

by correlating the artwork in parallel to student D’s sign name (R). However the teacher
exhibited unpreparedness in related to providing differentiated instruction for the students with
different learning styles. As student D is an autistic child, he would benefit from performing an
artwork integrated with sensory activities such as painting with shaving cream, painting with
glue and then assembling tissue papers inside the outline of his drawn picture or using a paint
brush with special sensory grip. However I do not fully hold the art teacher accountable as he has
not receive any formal training or workshop. I am no better myself as I am not 100% confident
with creating lesson plans that would meet students with autistic’ needs hence the reason why I
am still determined to take few special needs courses, trainings and workshops focusing in
autism after completing graduate program.