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The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
This is a lesson plan that I created to talk about using the five senses in the world around us. Students will do do a guided talk, listen to a story and use that story to draw ways that animals can stay safe using their senses.
Like Illinois Professional Learning Standard 3K suggests I used information and data I had collected previously to create mixed groups for students to work in and visuals that help students follow along with the work. I spent time using data to make sure students could access the information. (Illinois State Board of Education, 2013)I also created three different groups for differentiation that included struggling learner, IEP and whole group. I also made sure to use visuals to help students that needed it learn. I used mixed level groups for small group work in order to have students support each other in their learning by assessing who was higher in this level and who was lower and matching them to work together.
Through creating this lesson, I learned that thinking about all groups of learners was important. I have to think of the needs of my children individually and not just overall.
Lesson Plan 2.docx
During my student teaching placement at Northwest School in the 3-5th grade Structured Learning Program Classroom for students with Autism and Autism characteristics, I learned the importance of planning for differentiated instruction. Each day was planned based on each student's specific need utilizing multiple curriculum and materials to give the best possible learning experience for each child in the classroom.
In Illinois Professional Learning Standard 3Q they talk about finding relevant content, materials and resources.(Illinois State Board of Education, 2013) I did this weekly looking at the lessons or materials and adding or subtracting things based on student data from the week before. We changed books or strategies when data called for it and used what worked for the individual child. Most lessons were 1-1 lessons, with a few being 1-2. In all instances, materials and levels were adjusted based on the child's best needs. Pages were skipped or added when needed and I thought of each child as we planned, not just the class as a whole.
I learned how much work goes into differentiating at this level in a Special Education Self-Contained room. I learned that I needed not only different levels and differentiating the work, but even the strategies and materials need to be adjusted .
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