Educational Services for Individuals with Exceptionalities Adapted Lesson Plan.
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Transcript of Educational Services for Individuals with Exceptionalities Adapted Lesson Plan.
The Art of Teaching - Six Principles of Effective
Curriculum Design
The Art of Teaching - Six Principles of Effective
Curriculum Design• Big Ideas• Conspicuous strategies• Mediated scaffolding• Strategic integration• Judicious review• Primed background knowledge
Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999)
• Big Ideas• Conspicuous strategies• Mediated scaffolding• Strategic integration• Judicious review• Primed background knowledge
Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999)
http://www.teachervision.fen.com/teaching-methods/special-education/3759.html
Big IdeasBig Ideas
• Concepts or principles that facilitate the most efficient and broad acquisition of knowledge• Focus on essential learning outcomes• Capture rich relationships among concepts• Enable learners to apply what they learn in
varied situations• Involve ideas, concepts, principles, and rules
central to higher-order learning• Form the basis for generalization and expansion
• Concepts or principles that facilitate the most efficient and broad acquisition of knowledge• Focus on essential learning outcomes• Capture rich relationships among concepts• Enable learners to apply what they learn in
varied situations• Involve ideas, concepts, principles, and rules
central to higher-order learning• Form the basis for generalization and expansion
Conspicuous StrategiesConspicuous Strategies
• Useful steps for accomplishing a goal or task
• Planned• Purposeful• Explicit• Of medium-level application• Most important in initial teaching
of concept
• Useful steps for accomplishing a goal or task
• Planned• Purposeful• Explicit• Of medium-level application• Most important in initial teaching
of concept
Mediated ScaffoldingMediated Scaffolding
• Instructional guidance provided by teachers, peers, materials, or tasks
• Varied according to learner needs or experiences
• Based on task (not more than learner needs)
• Provided in the form of tasks, content, and materials
• Removed gradually according to learner proficiency
• Instructional guidance provided by teachers, peers, materials, or tasks
• Varied according to learner needs or experiences
• Based on task (not more than learner needs)
• Provided in the form of tasks, content, and materials
• Removed gradually according to learner proficiency
Strategic IntegrationStrategic Integration• Integrating knowledge as a means of
promoting higher-level cognition• Combines cognitive components of information• Results in a new and more complex knowledge
structure• Aligns naturally with information (i.e, is not
"forced")• Involves meaningful relationships among
concepts• Links essential big ideas across lessons within
a curriculum
• Integrating knowledge as a means of promoting higher-level cognition
• Combines cognitive components of information• Results in a new and more complex knowledge
structure• Aligns naturally with information (i.e, is not
"forced")• Involves meaningful relationships among
concepts• Links essential big ideas across lessons within
a curriculum
Judicious ReviewJudicious Review
• Structured opportunities to recall or apply previously taught information
• Sufficient• Distributed over time• Cumulative• Varied• Judicious, not haphazard
• Structured opportunities to recall or apply previously taught information
• Sufficient• Distributed over time• Cumulative• Varied• Judicious, not haphazard
Primed Background Knowledge
Primed Background Knowledge
• Preexisting information that affects new learning
• Aligns with learner knowledge and expertise
• Considers strategic and proximal pre-skills
• Readies learner for successful performance
• Preexisting information that affects new learning
• Aligns with learner knowledge and expertise
• Considers strategic and proximal pre-skills
• Readies learner for successful performance
Selecting Appropriate Adaptations
Selecting Appropriate Adaptations
• Determine needs of student• Identify learning objectives• Selecting priority objectives• Introduction of lesson• Identify meaningful participation• Closure of lesson• Evaluating participation and determine
proficiency on objectives
• Determine needs of student• Identify learning objectives• Selecting priority objectives• Introduction of lesson• Identify meaningful participation• Closure of lesson• Evaluating participation and determine
proficiency on objectives
http://www.washington.edu/doit/Faculty/Strategies/Disability/
Determining Needs of Student
Determining Needs of Student
• Identify student needs• Motor and sensory abilities• Cognitive abilities• Communication abilities• Functional life skills
• Identify student needs• Motor and sensory abilities• Cognitive abilities• Communication abilities• Functional life skills
Identify Learning Objectives
Identify Learning Objectives
• Review educational history• Review current goals and
objectives• Selecting mutual objectives• Adapting lesson components to
meet objectives
• Review educational history• Review current goals and
objectives• Selecting mutual objectives• Adapting lesson components to
meet objectives
Selecting Priority Objectives
Selecting Priority Objectives
• What is the primary need area• What is the primary outcome of
the lesson• Match the primary need with the
primary outcome
• What is the primary need area• What is the primary outcome of
the lesson• Match the primary need with the
primary outcome
Introduction of LessonIntroduction of Lesson
• Capture attention of students• Generate an genuine interest• Review objectives• Review materials needed (if any)• Review expectations
• Capture attention of students• Generate an genuine interest• Review objectives• Review materials needed (if any)• Review expectations
Identify Meaningful Participation
Identify Meaningful Participation
• Determine level of participation• Ensure at least minimal level of
meaningful participation• Assure necessity of participation
by all• Reinforce meaningful participation
• Determine level of participation• Ensure at least minimal level of
meaningful participation• Assure necessity of participation
by all• Reinforce meaningful participation
Closure of LessonClosure of Lesson
• Wrap up activity• Summarize work completed• Reinforce participation• Check for understanding
• Wrap up activity• Summarize work completed• Reinforce participation• Check for understanding
Evaluating ParticipationEvaluating Participation
• Determine proficiency on objectives
• Reflect on process• Determine positive outcomes• Consider negative outcomes
• Determine proficiency on objectives
• Reflect on process• Determine positive outcomes• Consider negative outcomes
LessonLesson
• Level - Middle school • Class - Science• Unit - Circulatory system
• Level - Middle school • Class - Science• Unit - Circulatory system
MaterialsMaterials
• None for general plan• Red t-shirt for Jeremy
• None for general plan• Red t-shirt for Jeremy
Learning ObjectivesLearning Objectives
• General Plan• Demonstrate scientific process• Identify parts of circulatory system• Work cooperatively• New look at scientific process• Enjoy learning science
• General Plan• Demonstrate scientific process• Identify parts of circulatory system• Work cooperatively• New look at scientific process• Enjoy learning science
Learning ObjectivesLearning Objectives
• Jeremy• Understand blood is red• Understand blood passes through
body• Integrate sensory needs into
classroom• Attend to activity for extended period
• Jeremy• Understand blood is red• Understand blood passes through
body• Integrate sensory needs into
classroom• Attend to activity for extended period
IntroductionIntroduction
• Describe scientific process of circulatory system
• Assign students to groups• Encourage creative role play of
process
• Describe scientific process of circulatory system
• Assign students to groups• Encourage creative role play of
process
IntroductionIntroduction
• Compare path of circulatory system to map
• Compare path of circulatory system to map
ProceduresProcedures
• Each student is assigned a "character”
• Student reads function of "character”
• Each student "acts out" function in order
• Each student is assigned a "character”
• Student reads function of "character”
• Each student "acts out" function in order
ProceduresProcedures
• Assign role of "blood" to Jeremy• Jeremy "passes" through system
• Assign role of "blood" to Jeremy• Jeremy "passes" through system
ClosureClosure
• Students are asked to review the process
• Students write down steps of process
• Students are asked to review the process
• Students write down steps of process
ClosureClosure
• Check for understanding of "blood”• Assemble puzzle of circulatory
system• Encourage Jeremy to share
feelings
• Check for understanding of "blood”• Assemble puzzle of circulatory
system• Encourage Jeremy to share
feelings
EvaluationEvaluation
• Understand function of "character"?
• "Act-out" in proper sequence?• Recall steps of process in written
format?
• Understand function of "character"?
• "Act-out" in proper sequence?• Recall steps of process in written
format?
EvaluationEvaluation
• Did Jeremy participate fully?• Was Jeremy tolerant of input?• Was Jeremy able to express
feelings?
• Did Jeremy participate fully?• Was Jeremy tolerant of input?• Was Jeremy able to express
feelings?