Blog 22 : Independent Component 2

Content:  

LITERAL

• (a) Include this statement: “I, PAULINE MIRAMONTES, affirm that I completed my independent component which represents 46 hours of work.”
• (b) Cite your source regarding who or what article or book helped you complete the independent component.
• My mentorship and mentor helped me complete this independent component. 

• (c) Update your Independent Component 2 Log (which should be under your Senior Project Hours link)
• Up on Senior Project Hours link. 

• (d) Explain what you completed.    
• What I did for this independent component was help in creating the Anderson Special Olympics. I helped with coming up ideas for obstacles, I over looked students practice the Olympic oath, and I helped set up and take down anything that was set up during the Olympics. I also helped students complete the obstacles!

• (e) Defend your work and explain the component's significance and how it demonstrates 30 hours of work. Provide evidence (photos, transcript, art work, videos, etc) of the 30 hours of work.   
• The component shows more than 30 hours of work because at some points I was working with the students and seeing how they do certain things. I also helped with brainstorming and setting up and I was also one of the adults to help the students do obstacles that they couldn't do on their own. There were a couple of days where I didn't spend my whole time working on the Olympics and so I went and helped to any classroom that they needed help in.
• Photos down below for evidence. 

• (f) How did the component help you answer your EQ? Please include specific examples to illustrate how it helped.
• This component helped answer my EQ because I saw how each student did things and how the change in atmosphere can change the way of thinking. Each disability is different and seeing how the students do things with other students is always different. Some students did better outside than doing things inside a classroom. Others were just too tired and didn't want to participate. Even the students who were handicapped had games and obstacles to do, and thats always fun to see them get happy that they can participate too. 

• (e) Evidence! 
• In the pictures the adults with the black t-shirts were the ones in charge and the students were the ones with the green t-shirts. 

This is the classroom and students that I was assigned to. These were the students that I had helped if they needed any help with any obstacles. 

First Game! 4x4 Relay! Each classroom raced with another classroom in a relay race. 

In this picture we waited for the rest of the school to come out before giving out the schedule of the day and any announcements. 

Second Game! Ball Pass! The students had to pass balls from the front of the line to the end of the line and then pass them all back again. 

Seventh and Final Game! Obstacle Course! The adults had set up an obstacle course inside the gym and had the students go thru it. However, most students needed help in this and so adults were assigned to section to help the students pass by.  

After doing the Olympic Oath, a representative from each classroom was sent to do the torch relay. 

First Game! 4x4 Relay! The students in wheelchairs being pushed to win the relays.  

Third Game! Yoga/ Stretch/ Cool Down! This section the students were told to do "yoga" stretches. As you can tell in this picture not all students participate.  

Fourth Game! Soccer Hurdles! The students had to walk over tubes that got taller each time. In this picture I'm holding onto my brother as he walks over the tubes.  

Fifth Game! Soccer! Again I'm kicking the soccer ball back and forth with my brother before the other students came. 

Celebration Ceremony! In this picture, is the class and I standing in front of the school as other volunteers pass out the medals. 

Sixth Game! Ball Toss! The students were to throw the ball into a net and were to take a step back every time they made it. 

Grading Criteria 

• Log on a digital spreadsheet under Senior Project Hours
• Evidence of 30 hours of work 
• Blog explaining and defending significance of component

Blog 16 : Independent Component 2 Approval

1. Describe in detail what you plan to do for your 30 hours.
• What I plan on doing for my 30 hours is to teach my own lesson to the students. I had originally planned to do this for independent component one but there was a problem with me getting to my mentorship. I plan on doing a followup lesson from whatever the teacher is teaching and so I will need to get creative and come up with activities and ways to teach the students.  
2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.
• To meet the expectation of showing 30 hours of evidence, I plan to take pictures of me teaching the students and the students working on the worksheets that I provide them. Also upload the worksheets that I create and perhaps upload a couple of pictures of the student's work. 
3. Explain how this component will help you explore your topic in more depth.
• This component will help with my topic because it will help me to see what technique is best way to teach and help the students. It will also help me to see how each student is learning differently and find more ways to help the students learn. It will prove to me how my answers really work and help me to find my last answers and figure out which is my best answer. 
4. Post a log in your Senior Project Hours link and label it "Independent Component 2" log.
• Done. 

Note to Self:
Please review the component contract in the senior project packet.   The Independent Component 2 is an opportunity for you to add a dimension of creativity and/or an additional outlet for research.  The goal of the component is for you to explore your answers in more depth.  On Friday, April 22, 2014, you will be turning in the following to your blog to prove completion of this component:

• Blog post answering specific questions posted by senior team
• Log of hours clearly delineated as Independent Component 2 on the senior project hours spreadsheet (with total number of hours included)
• Evidence of the 30 hours of work (e.g. transcript, essays, tests, art work, photographs) as digital artifacts   

Your answers to the questions should be supported with details and examples for the senior team to understand what you plan to do. Once we review your Blog Post 16, your house teacher will discuss with you the approval of your plan.  If it is approved, please start working on it.  If it is not approved, your house teacher will explain why. It is your job to address the concerns so you can get your component approved.  Additionally, any changes requested must be addressed to your house teacher well in advance of the completion date for full credit on the assignment.

Blog 15 : Independent Component 1

LITERAL

• (a) Write: “I, Pauline Miramontes, affirm that I completed my independent component which represents 33 hours of work.”
• (b) Cite your source regarding who or what article or book helped you complete the independent component.
• My mentor and mentorship helped me complete my independent component. 
• (c) Update your hours in your Senior Project Hours link. Make sure it is clearly labeled with hours for individual sessions as well as total hours.
• Up on Senior Project Hours link.
• (d) Explain what you completed.    
• Since my first plan of independent component one didn't go as plan. I just did extra hours at my mentorship. 

INTERPRETIVE 

• Defend your work and explain its significance to your project and how it demonstrates 30 hours of work. Provide evidence (photos, transcript, art work, videos, etc) of the 30 hours of work.  
• What I did for my 30 hours was the same thing as what I did everyday at my mentorship. I helped with the students, made copies, helped around the school, and just offered my assistance to anyone who needed it. 



The classroom that I spend most of my time.



The rest of the students that I spend most of my time with. 



Some of the students that I watched over during an assembly.  



Students watching a movie celebrating it being Friday!

APPLIED

• How did the component help you understand the foundation of your topic better?  Please include specific examples to illustrate this. 
• This component helped me to understand the foundation of my topic because it gave me more time with the students. I believe that the students are more comfortable with me because they refer to me as a teacher.  I'm also the youngest within the staff and so I'm able to do more fun activities with the students because I don't get tired as quickly like others. Doing these extra hours made me feel more welcomed into the staff and I believe I'm well known around the school to the point where everyone is comfortable to ask me for any help that they may need.

Grading Criteria 

• Updated log in Senior Project Hours Link 
• Evidence of 30 hours of work 
• LIA submitted to blog

Blog 8 : Independent Component 1 Proposal

• Describe in detail what you plan to do for your 30 hours.
• What I plan on doing for my 30 hours is to be the teacher of the classroom. I plan on printing out handouts, creating homework, and coming up with fun games and activities for the students to do. I'm hoping to do my lesson on learning their colors, new animal sounds, and counting up to 20. If I do this for my 30 hours, then I will get the feeling of having to teach each student differently, because each student may learn differently than others. Since each student learns differently than I would have to do different activities and different lessons. I would also have to come up with things to keep the students into the lesson.
• Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.
• I will show that I did 30 hours by taking photos, bring the different handouts, and explaining or video taping the different lessons and activities that I did with the students. Also I can bring in the homework that I assign the students and the classwork that they complete in class. I will reach my 30 hours because I will teach for three hours every day and the work that I have to do at home like: creating activities, getting supplies, finding different worksheets, that fit every students disability, to do during class and homework worksheet to do at home. 
• Explain how what you will be doing will help you explore your topic in more depth.
• This will help explore my topic more in depth, because having to find different techniques for each student but that still teaches the same topic as the rest of the class is the same as IEP program.  Having to find multiple worksheets and lessons for every student's different disability can help me see how special education is a lot of work because of having to teach each student differently. Some students learn with words, others with iPad, or with worksheets or pictures. Also just working with the students one on one will help me because it's giving me more experience with each student and each of their own different disability. 
• Update your Senior Project Hours log.
• I plan on updating my senior project hour log every time I go to the classroom to teach and when I'm at home creating the activities and worksheets for the students to do the next day.