Katie's+Final+Project

The 21st Century SLP 

21st century learning is a challenge for me because I’m always teaching or focusing on student IEP goals. As a Speech and Language Pathologist I always work on mastering goals and objectives for my students. However best practice shows that services should be pushed into the classroom. This is a change for SLP’s. Traditionally speech was done in a pull-out setting and as a 21st century SLP, I need to have flexibility and collaboration with teachers to accomplish this goal. I have a difficult time meeting goals for students with IEP’s and challenging the community students during the same lesson. As a 21st century SLP I will focus on the Interventions and Extensions element to provide tiered opportunities to assist students that haven’t met learning targets and extend those who have. Following a story that contains characters engaging in various actions I would expect community students to use complete sentences to discuss the story with the correct pronoun (e.g., he/she/they) and present progressive verb form(e.g., verb+ing). The student with the IEP is working on present progressive only. This student may need visual supports to identify what the character is doing to show comprehension. This receptive understanding needs to occur before verbal expression is expected. This is the first artifact Verbs that I would use to show the tiered opportunities for my various students. These visual supports can be made using Boardmaker software, please click the above link if you are interested in seeing pre-made activities using the software. The other students should be able to discuss the story and use present progressive without the visual supports or when using the visuals within the book.

I design learning environments and experiences that change from class to class. When I made my lesson plans and process the lesson in my head often times I have to be flexible with the expected outcomes. I may want to focus on present progressive but if a student needs help with pronouns my focus for the lesson will change and I try to go with what is needed at the time. This happened in a lesson near the end of the school year. I had a community student who was using the incorrect pronoun to discuss a story. So I would use the second artifact [|pronouns] to address this problem. I found this idea on pinterest which is a great 21st century SLP tool that I use to get new therapy ideas. It helps me create various levels of expectations for students within one large group session. Through using various intervention tools I expect students to master goals and objects at their individual level. If you are interested in following me on pinterest click on the link at the top of this page.

I also think it’s very important for students to make connections to the lesson being taught. If the students want to comment and talk about a book or experience it is important to allow them to do so to encourage various types of thinking and problem solving. I have a specific student who is a perfect example of a 21st century learner and he is 5! These kids are coming into the educational world at different levels then when we went to preschool. Did everyone in this room even go to preschool? Probably not......Do educators understand that 21st century learners start from home. Parents influence their children a great deal. 21st century learning for me is learning how to communicate and have high expectations for parents at this early age. Along with my expectations at home I also have expectations to take data during my therapy sessions. I would do this through using the Super Duper Data Tracker app which is my last artifact. When you click on the picture below you will see that I am able to take data for my student. Did they use pronouns and the present progressive form? This is a great speech app that allows you to take data during the lesson and you can email the results or retrieve the data at a later time. The element of Intervention and Extensions may impact other ecosystems within the manifesto. I think it would impact the curriculum because there would be a different expectation for each student. I also think technology would be impacted because I often use various forms of technology to enhance and engage learners within my speech lessons. Using technology with one student and not the next could be very difficult for my young students to understand. I believe when you vary one element in the ecosystem it will impact almost all the other components of the ecosystem in one way or another.