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"Planning Instruction and Designing Learning Experiences for All Students"
In 21st century learning, as educators we must go beyond the simple use of paper and pencil. As a society we are more knowledgeable, therefore our teaching is more informed. We now know of the range of characteristics of typical and atypical child development. We understand that students have different ways of learning which means as educators, we must plan, design, implement and monitor instruction differently in order to be effective. Our students with learning differences, whether they are developmental or linguistical now have the resources available so that we may help them access the curriculum in the general education classroom. These resources include but are not limited to: scaffolding learning, augmentative and alternative communication, appropriate modifications, along with other high- or low-tech equipment. Furthermore, as educators we are not limited to planning and designing alone. We coordinate and collaborate with other professionals in learning communities. These professionals such as: service providers, paraprofessionals, general educators, parents and students all work together to help meet the student's needs and goals and provide them with the individualized learning experience they rightfully deserve.
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The included goals for this student considered their current academic status, strengths and weaknesses; which were then used to create these content and standard related goals. The second images shows how I have taken the goal and broken it into short term objectives so that they can meet these objectives en route to meeting the goal.
U4.1 Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
MM4.4 Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student that meet the grade level requirements of the core curriculum, and systematically adjusted as needed to promote academic achievement within inclusive environments.
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This weekly lesson plan shows how I use cross-disciplinary content to meet unit themes of instruction. For this example, this unit is focusing on democracy uses academic language, mathematics, literacy and had a real world connection to the election at the time while working toward helping students recognize characteristics of a good leader to build their social-emotional learning.
U4.3 Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.
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The attached seven step lesson plan created in my course work applies principals of universal design for learning, along with modification and accommodations for students. There is a focus on developing academic language and uses technology to create background knowledge and bring the lesson to life rather than a boring lecture.
U4.4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
· appropriate use of instructional technology, including assistive technology;
· applying principles of UDL and MTSS;
· use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;
· appropriate modifications for students with disabilities in the general education classroom;
· opportunities for students to support each other in learning; and
· use of community resources and services as applicable.
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Project based learning is an opportunity for students to display their knowledge in non-traditional forms. Doing so allows them to find a mean to represent their knowledge fully, can be differentiated to meet various skill levels and needs of students and often incorporates elements of technology which creates opportunities for digital literacy.
U4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
U4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.
U4.8 Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.
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These samples are from the course work which we held a conference and presented our topics. It reflects planning, resources and instruction within a professional community and was also an opportunity to network .
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The writing samples are differentiated in both physical form and digital format so that students can choose their prefer method. The digital format allows them to use assistive technology such as text to speech or speech to text to complete the worksheet. They can also drag and drop images to complete sentence frames rather than cutting and pasting with physical copies. These accommodations allows students to access the curriculum in the least restrictive environment based on their skill levels.
Also pictured is from a day in our measuring unit where we used manipulatives such as rulers, measuring tape, measuring cups, measuring spoons, scales and props. These non-tech manipulatives allowed students to practice the skills to master the content in addition to making a connection between the academic content to job-skills. The measuring unit covered three days, in addition to making appearances throughout the semester to reinforce the skill by having students practice it in various fashions.
MM4.1 Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) including low- and high-tech equipment and materials to facilitate communication, curriculum access, and skills development of students with disabilities.
MM4.2 Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and determine a variety of pedagogical approaches to instruction, including scope and sequences, and unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum.
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Having come from being an instructional aide in an emotional disturbance program, behavior has always been my main focus. I understand that behaviors serve a function and require steps to understand that function such as through a functional behavior assessment; there are also steps like with an antecedent-behavior-consequence plan so allow me to be proactive to prevent those behaviors. These strategies more in detail in the presentation I've prepared in conjunction with some of my peers as a part of my coursework.
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Having first hand experience with a loved one dealing with a traumatic brain injury; I dove into creating this presentation for a course. It represents the symptoms the individual may feel, long-term affects of the injury and outlines learning implications such as adaptations and services the student may need to address as a result of the injury, in order to transition successfully back to the classroom.
MM4.5 Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and retaining new information due to poor memory processing, as well as neuro behavioral issues. (e.g., cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech).
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Well I believe collaboration is necessary to create partners in learning, this is something I am working on improving in relation to collaboration with paraprofessionals. This is a snip from a workshop that I attended in an effort to better utilize my support staff to implement successful instructional activities.
MM4.6 Coordinate, collaborate, co-teach and communicate effectively with other service providers, including paraprofessionals, general education teachers, parents, students, and community agencies for instructional planning and successful student transitions.
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These are some digital responses I received in regards to a physical form that I sent to parents at the beginning of the school year to better understand their student's strengths and weaknesses from their viewpoints. I also wanted it to be an opportunity for parents to join in the partners in learning process by sharing facts about their child and their concerns with their child. This form also serves as another method to incorporate into the IEP to address parent concerns either through services, accommodations, modifications or goals.
MM4.7 Use person-centered/family centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students’ meaningful participation in standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives.
Area of Growth
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U4.2 Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
As a junior high teacher I am more familiar with development in the adolescent years rather than birth through early childhood. Therefore, this is something I am looking to improve on as I can recognize that each student comes to be with their own varying abilities based on atypical childhood development.
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