EDSE 3500 Eric DillEDSE 3500Clinical Interview Part III: ReflectionA clinical interview is generally defined as a “conversation between a clinician and a patient that is typically intended to develop a diagnosis” (Alleydog). For our class, the clinician is the teacher (me) and the patient is the student. All clinical interviews have a specific purpose. My purpose in the clinical interviews that I have done was to see what the student is thinking and find any misconceptions that they might have had. Another characteristic is that there is a clear distinction between professional and novice; the expert being the teacher and the student being the rookie. Clinicalinterviews are also very time strict. The four interviews that I lead were all approximately 30 minutes.First, I’ll discuss what I learned about my student’s way of thinking conceptually. My student was a sophomore in high school fresh off of algebra 2 the previous year, so I expected the activities that I gave to be fairly easy. However, I learned very quickly that students retain information differently. Over the course of the four interviews, I noticed that he would use logic as a last resort to solve the problems or situations that he didn’t know the answer to before he would give up. He seemedto be very comfortable with where he stood educationally. This was surprising to me, because usually students “speak their minds when they are with close friends and are less likely to do so when they are in the presence of members of the opposite sex, parents and teachers” (Snowman and McCown, 2015, p. 142). He never tried to impress me by completing activities quickly or anything. He was very open with his knowledge or lack thereof. He’d often say “I don’t quite remember” or “I honestly forgot how to do this.” Although, he never was satisfied with not knowing. He’d always follow up those statements with something like “But let me try this…” or he would flat out ask me what the answer was. With this being my first set of interviews that put a lot of pressure on me. However, I realized thatEDSE 3500 some students just need a little nudge in the right direction, so I adjusted accordingly and used scaffolding by asking simpler questions. He would always interrupt and say “OH YEAH, I REMEMBER NOW!” As a result, my view on students conceptual thinking has modified a little bit. Based on my interviews, a student may remember an answer but they may not know why the answer iswhat it is. “Transfer is affected by the degree to which people learn with understanding rather than merely memorize sets of facts or follow a fixed set of procedures” (Bransford, J., Brown, A., & R. Cocking, R. (2005) Chapter 3: Learning and Transfer, p. 6). I also realized that when they don’t know the answer, they may try to relate the subject to real world situations to make sense of things.I think I have a good idea of how I will design my lessons after these interviews. I will definitely mold my lesson plan in a 5E method, but I will stress the explore portion a lot more. I want to try to do two different activities. I believe that the more activities that I incorporate into a lesson, themore engaged the students will be. I think that the activities should also be hands-on, because I feel like students focus more when they are doing something themselves rather than watch an instructor do it. I’m fully aware that not all students learn the same, which is why I think two different activities would be effective. While there is a chance that one student will not be interested in at least one activity, the percentage that a student will dislike both activities may be very small. Correspondingly, I think this would help with behavior too, because students won’t be bored and feel the need to act in a negative way. I would much rather students be “too” excited than bored; “…all types of problem behavior fall into one of two categories; behavioral excesses (i.e., too much behavior) or behavioral deficits (i.e., too little behavior)” (Anderman, E., & Anderman, L. (2008), p. 3). I also want to combine the explain and elaborate portions of 5E. I think students should discuss a concept among their peers, but instead of a teacher then telling them answers I’ll give a couple of examples and let the students discuss again. That way, I can point out errors as needed with students as a whole and clear upmisconceptions through their peers. I think that students learn better through their peers.EDSE 3500 The learning environment that I will create for my students is a sense of home and comfort. I want my classroom to be the place that students feel like they can come in and know that they won’t bepressured with outside negativity. I think that everyone learns better when they are in an environment that they feel safe in and that is what I’ll strive to have. I want to make my classroom fun and engagingto all races, genders, color, size, and shape, etc. I intend to do this by being open to all of my students ifthey need me whether school related or not. I will also lay down a set of rules that are respectable and reasonable because the students need to know that the classroom environment is a mutual benefit. “Outcome expectations reflect individuals' beliefs about what consequences are most likely to ensue if particular behaviors are performed” (Anderman, E., & Anderman, L. (2008), p. 4). I want my students to know that bad behavior won’t be tolerated, but on the other hand, good behavior will result in great time in class. I plan to decorate my classroom in a way that will catch the attention of all children. I may have posters with jokes, posters relating to sports, books, TV shows, or movies. As far as students who may have a different first language than English, they “may need alternative services because their difficulties in learning are not due to an LD or other type of disability consistent with a need for special education” (Fletcher, J., & Vaughn, S. (2009), p. 1). This is simply effort on my part. I will do what is needed to accommodate to the student(s), whether it is making separate notes or just spending extra time with them.Finally, I will explain how I will incorporate technology in my classroom. Before this semester began, I would have said that I don’t want technology to lead my classroom. However, after reading about it and seeing how effective technology can be first hand I figure why