Pictured to the left is an augmented input device. I created this as a device to be used for students who aren't able to talk as much and express themselves so a schedule, like the one pictured, could be helpful. You would use the advice with students who thrive off schedules and routines. So for this there will always be a task on each slot so that students know what to complete "first", "then", and "next".

This device connects to standard 7, "The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.". because when I was creating this, I had a student in mind who was struggling with behaviors and wasn't staying on task. I thought that a augmented input device like this would be helpful and a safe way to keep them up to date on their schedule. Visual schedules can help reduce that anxiety of not knowing what's next in your school day. Therefore, I feel that by making this, I structured a safe and healthy learning environment for students.

From making this I learned that what works for one student might not work for the next, so be flexible. I think this augmented input device is a great tool but not all students will respond well to it. Also, while making my own augmented input device I got to learn about other types as well. It was a cool project to complete and I plan on using it for my own students one day.

This is a lesson plan I created for my second placement of student teaching where I was in a transition program with 18-22 year old students. For this lesson we were focusing on trust and what it means and how to trust someone else. We also talked about how to be a trustworthy person ourselves. For this lesson we watched a video on what trust means, students filled out who is in their own circle of trust, and then we did a trust walk with partners. During the trust walk, one partner was blinded and the other was directing them through cones. Therefore, they had to trust each other to make it through the cones. The blindfold made me a bit nervous because I didn't want students to get hurt so they went slow and everyone turned out to really love it!

This lesson plan connects to standard 4, "The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting", because it helped to create positive social interaction while also facilitating a safe environment for students to learn in. Students got to work with their classmates to complete a task while also having fun and learning an important social skill, trust.

From creating this lesson plan, I learned that allowing students to get up and get moving during a lesson can lead to a lot of positive things. I noticed my students being more engaged and expressing to me how much they liked the lesson. I learned that doing the same style of lessons won't always work out so that's why I changed this lesson up and did something like the trust walk. I loved how it turned out.