Standard #8: This paper discusses possible interventions behavioral and academic interventions that could be used with a student with Autism. Developing proper interventions for students takes careful preparation and research. Providing interventions for a student diagnosed with autism can prove to be a daunting task. In order to properly address student need, it is imperative to assess students to identify weaknesses before implementing a plan. For many students with autism, the common interventions revolve around bolstering social and behavioral skills. The development of proper communicative skills will positively affect one’s educational success.

Standard #8: I conducted this concept analysis activity while planning a lesson on identifying polygons. Conducting a concept analysis requires one to clearly define a concept's attributes, the definition of the concept, and examples/non-examples of the concept. Creating the concept map on identifying polygons provided me with a clearer vision of what had to be taught in order for students to understand the concept. Creating concept maps provides educators with a clear vision of lessons. Creating concept maps is a strategy that could be taught to students as well.

Standard #8: This handbook I created in EDU 703 is comprised of different teaching strategies. Strategies included in this handbook are direct instruction, strategy instruction, and concept analysis. This handbook will be useful when planning instruction for students of all abilities.

Standard #8: I wrote this research paper on Metacognition in the classroom for EDU 703. This paper discusses the skills required of today’s students and teaching strategies that enable students to become successful learners. This paper highlights one instructional strategy, the teaching of metacognitive skills, as an effective method in enhancing student learning. The development of metacognition allows students to become aware of personal thinking. Teaching metacogntive skills within the classroom allows students to develop the necessary skills required to become critical thinkers. The developed self-awareness also allows students to become independent thinkers and more efficient learners. This paper defines metacognition and provides examples of how metacognitive skills can be taught within the classroom. This paper also examines how the teaching of metacognitive skills enhances students’ learning and helps students foster independence. Metacognition is the awareness of one’s personal knowledge, and how to control, manipulate, and reflect on how one thinks. Possessing the ability to reflect over personal thinking allows for the enhancement of the quality of learning for students. Teaching metacognitive strategies within the classroom enables students to become independent learners, thus promoting the greatest potential for academic success.