After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201 Zoe Souliotis-Foley, Director [email protected]Revised 2.2014 ASPDP ASPDP Course Syllabus Title of Course: Aiding Students with Learning Disabilities Course Code: Course Location: Online course, accessible at www.kdsi.org/NYC Instructor’s Name: Sophia Thwaites Instructor’s Telephone #: 1-800-728-0032 E-mail: [email protected]Course Begins: September 15, 2014 Session Schedule: Online 24/7; Self-paced Course Ends: January 5, 2015 Total Hours: 36 Course Description: In this course Dr. Donna Walker Tileston covers a broad range of topics in the worlds of brain research and special education. Because she ends every unit with a hands-on practitioner’s approach to improving classroom strategies, the brain research is an introduction and provides vital background to a classroom teacher who is working to enlarge his or her toolbox for working with students with special needs. Many of the ideas and classroom strategies, however, apply equally to the regular education teacher and classroom. After presenting a brief history of special education, Dr. Tileston introduces and explains the key legislation that has changed the lives of people with special needs. She discusses the services schools are required to provide and makes suggestions for what schools can do to best implement the standards set in federal and state laws. Dr. Tileston then focuses on three systems of thinking and the roles they play in learning. She then draws a distinction between declarative knowledge and procedural knowledge, definitions that are used throughout her presentations. She offers many examples of mental models that students may learn to construct in order to increase their ability to recall and organize pieces of information. Shifting gears to emotional and behavioral disorders, as well as attention disorders and solutions, Dr. Tileston looks first at the brain’s involvement in emotions and behavior and attention disorders. For all of the disabilities she explores, Dr. Tileston recommends a variety of tactics to better engage students, including providing much structure, such as scaffolding in curriculum and behavioral expectations; consistency in every aspect of classroom life; and constant positive and specific feedback. Ultimately, this course’s goal is to ensure that all students receive a high quality education and become independent and empowered in their learning. Common Core State Standards: The Common Core State Standards are inclusive of all students. In order to implement the CCSS, students with disabilities must be provided with a range of supports. Instruction for students with disabilities must be coupled with accommodations that meet students’ unique needs, provide them access to the general education curriculum, and ensure that each student’s IEP includes annual goals that facilitate their attainment of grade-level standards. In addition, teachers must be
Transcript
After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201
Course Description: In this course Dr. Donna Walker Tileston covers a broad range of topics in the worlds of brain research and special education. Because she ends every unit with a hands-on practitioner’s approach to improving classroom strategies, the brain research is an introduction and provides vital background to a classroom teacher who is working to enlarge his or her toolbox for working with students with special needs. Many of the ideas and classroom strategies, however, apply equally to the regular education teacher and classroom. After presenting a brief history of special education, Dr. Tileston introduces and explains the key legislation that has changed the lives of people with special needs. She discusses the services schools are required to provide and makes suggestions for what schools can do to best implement the standards set in federal and state laws. Dr. Tileston then focuses on three systems of thinking and the roles they play in learning. She then draws a distinction between declarative knowledge and procedural knowledge, definitions that are used throughout her presentations. She offers many examples of mental models that students may learn to construct in order to increase their ability to recall and organize pieces of information. Shifting gears to emotional and behavioral disorders, as well as attention disorders and solutions, Dr. Tileston looks first at the brain’s involvement in emotions and behavior and attention disorders. For all of the disabilities she explores, Dr. Tileston recommends a variety of tactics to better engage students, including providing much structure, such as scaffolding in curriculum and behavioral expectations; consistency in every aspect of classroom life; and constant positive and specific feedback. Ultimately, this course’s goal is to ensure that all students receive a high quality education and become independent and empowered in their learning. Common Core State Standards:
The Common Core State Standards are inclusive of all students. In order to implement the CCSS,
students with disabilities must be provided with a range of supports. Instruction for students with
disabilities must be coupled with accommodations that meet students’ unique needs, provide
them access to the general education curriculum, and ensure that each student’s IEP includes
annual goals that facilitate their attainment of grade-level standards. In addition, teachers must be
prepared to delivery high-quality, individualized instruction and support services. This course
provides Educators with tools to increase learning for Special Education students.
Charlotte Danielson Framework The Danielson components that apply to this course are: Domain 3: Instruction Competency c: Engaging Students in Learning Students with learning disabilities are difficult not only to engage but to help reach grade-level standards due both to their disabilities and to ensuing behavioral issues. This course will provide teachers with strategies for anticipating their students’ needs, designing appropriate instruction that meets those needs, and moderating their behavior. They will adopt differentiation strategies that enable them to be flexible in their intentions and to respond in individualized ways to different learning disabilities. Research Base, Best Practices, Pedagogical Approach, and Addressing the Needs of Diverse Adult Learners Knowledge Delivery Systems Approach to Course Production is based on the following research report as a key source: Gulamhussein, Allison. “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, September 2013. The learning experience we offer to adult learners includes:
Instruction (40%) - 20 hours
Coaching (20%) - 10 hours
Practice (40%) - 20 hours
Video Instruction Video modeling and
classroom demonstrations
Professional Readings
Video Coaching Expert feedback on
Learner Reflections Discussion and
collaboration with peers Feedback on
application projects facilitated by online coaches
Resources for Facilitation
Interactive activities Application scenarios
(checks for understanding)
Mid-course project (3 grad)
Final capstone project (3 grad)
Application Toolkit (resources for classroom use)
KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners.
Structural components of Courses Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding. Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment. Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them. Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course. Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work. Interactives: KDS courses include a range of learning experiences that allow learners to practice with the content and skills they are learning in the course. These interactive experiences can be drag and drop, interactive glossaries, scenario prompts, surveys and tailored for the content of the course. Application Toolkit: The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom. Video Components Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below. Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.
Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:
Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.
Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.
Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.
Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.
Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.
Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.
Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action. Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction. Our research principles include the following:
Professional development should be intensive, ongoing, and connected to practice.
Modeling has been found to be highly effective in helping teachers understand a new practice.
(We use clips and classroom video footage of model lessons to demonstrate effective
classroom practice).
Teachers’ initial exposure to a concept should not be passive, but rather should engage
teachers through varied approaches so they can participate actively in making sense of a new
practice. (We use interactive graphic exercises, readings, discussions and scenario-based
activities to support the educator as active learner).
Linda Darling Hammond, et al. “Professional Learning in the Learning Profession,” National Staff Development Council, 2009. Allison Gulamhussein, “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, 2013. We work collaboratively to assess our courses as we develop our courses and invite our partners do so as well. One tool available to KDS Course Designers to adjust and gauge the effectiveness of our courses while we develop our courses comes from California State University in the form of the Rubric for Online Instruction which assesses:
Learner Support and Resources
Online Organization and Design
Instructional Design and Delivery
Assessment and Evaluation of Student Learning
Innovative Teaching with Technology
Use of Student Feedback Source: California State University http://www.csuchico.edu/celt/roi Rubric for Online Instruction Assessment Guiding Principles:
Learner Objectives and Outcomes based on Bloom’s Taxonomy
Backwards Designed: Assessments aligned to outcomes and objectives
Balanced Assessment: A variety of assessments are included to engage the learner and appropriately map to the objective or specific learning experience
Source: Center for Teaching and Learning, Humber http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere KDS Assessment Modalities:
Reflection Questions: The learner is able to reflect on an experience or synthesize knowledge
Checks for Understanding: Formative assessments take the form of scenarios, multiple
choice, short answer to allow for a range of responses and engage the learner to consider
multiple perspectives, process or apply their knowledge
Mid-course and Final Capstone Projects: Performance-Based or Extended Written Responses
to allow the learner to synthesize and apply knowledge from large chunks of the course to real
world situations as educators.
Assessment Methods and Required Student Work: Participants’ work will be evaluated in a variety of ways. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the
course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback. Checks for Understanding and Reflection Rubric:
Assessment Underdeveloped (1)
Basic (2) Proficient (3) Distinguished (4)
Checks for understanding
65% or below 66-79%
80-89% 90-100%
Reflection Question
Participant has included little to no content indicating consideration and comprehension of course content. Participant has not addressed the questions posed. Participant has copied from the course transcript without synthesis or analysis.
Participant has included little that indicates consideration and comprehension of course content. Participant has answered most questions directly but some too briefly.
Participant has included appropriate content from the course content. Participant has made thoughtful comments in direct response to the prompts.
Participant has provided rich detail and supporting examples from the course content. Participant has made responses to prompts personally meaningful and relevant to his or her teaching practice.
Participants will also be evaluated based on the work they produce for the Mid-course Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Mid-course Project (See Session #10 for a complete description of the Mid-course Project), participants will improve instructional outcomes for students as they will be able to create or adapt lesson plans that address the special needs of their students, including students with learning differences, challenges, attention disorders, and other disabilities.
includes clear and concise components and demonstrates planning mastery.
Text selection (25%)
Selects a text for the lesson, but is not clear about how it relates to building standards mastery.
Selects a text for the lesson but loosely aligns it to demands of the standards.
Selects a text for the lesson and includes a rationale and clear connection to the standards.
Selects a text for the lesson and includes a rationale and clear connection to the standards. Includes additional texts that can scaffold the learning for all students.
Assessment (25%)
Identifies a less rigorous assessment for the lesson and is not clear about how it measures mastery.
Identifies a broad assessment for the lesson that is too narrow to inform next steps.
Identifies a rigorous assessment that clearly measures student learning and informs next steps.
Identifies a rigorous assessment that clearly measures student learning and collects relevant data points for instruction.
Reflection on practice (25%)
Provides a narrow reflection on strengths and changes from lesson implementation.
Provides a brief reflection on strengths and changes from lesson implementation.
Provides a thorough reflection on strengths and changes lesson implementation.
Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.
Mid-course Project Performance Summary
Total Score _______/100% Qualitative feedback:
Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #13 for a complete description of the Final Capstone Project), course participants will be able to improve student outcomes by learning how to design curriculum for students with disorders in the following realms: emotional and behavioral; autism and other disorders in the autism spectrum, including Asperger’s syndrome; speech and language disorders; reading disabilities; and learning disabilities in mathematics. Participants will also learn how to adapt curriculum based on students’ specific learning challenges.
Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm).
NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),
NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests)
“Responsible Inclusion for Students with Learning Disabilities,” by Sharon Vaughn and Jeanne Shay Schumm (http://digilib.bc.edu/reserves/ed587/moon/ed58745.pdf)
“Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities,” by Steve Graham, Karen R. Harris, and Lynn Larsen (http://faculty.rcoe.appstate.edu/koppenhaverd/5710/read/readingLD/grahametal01.pdf)
“Assistive Technologies for Reading,” by Ted S. Hasselbring and Margaret E. Bausch (http://www.matnonline.com/olms/tmp/file/AT%20Evaluation/Session7Readings/Tech-Reading-Hasselbring.pdf
“Teaching Students with Autism,” by Glen Dunlap and Lise Fox (http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=4185&TEMPLATE=/CM/ContentDisplay.cfm
Method of Instruction: The methods of Instruction and Evaluation for this course include:
Videos (presentations consisting of interviews and classroom footage)
Readings
Reflection questions (open-ended questions at intervals throughout the course which ask
participants to reflect on the course content, their own practice, and next steps for their
practice)
Checks for Understanding (selected-response quizzes to assess understanding)
Discussion forum (prompts that engage participants in online dialogue with their cohorts) Pre and Post survey Mid-Course Project and Final Capstone Project
Participants of this course will:
Listen to experts. Watch real classroom learning. Read research and best practice.
Educators who participate in this course will improve their understanding of and skills for differentiating instruction. Participants will learn how to apply inclusion practices to groups of students with a range of learning disabilities. Participants will also learn diverse strategies for addressing student learning challenges based on brain research, and will be able to identify different systems of student thinking, in order to devise ways of working with students given their specific learning needs.
Course Calendar
Session # 1: Setting Learning Goals Date: Self-paced Time: 1 hour Due Today: N/A Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Setting Learning Goals KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.) Materials:
Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm).
NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),
NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests)
Objectives: Specify instructional goals and standards for each session.
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
Participants bring their learning goals to their students
Guest Speakers:
N/A
Session # 2: A Free and Appropriate Education Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
A Free and Appropriate Education In this unit, Instructor Donna Walker Tileston presents a comprehensive overview of the laws that govern special education. She begins by providing a historical context to today’s approaches to special education. She explains the federal and state laws: IDEA; Section 504; the Americans with Disabilities Act; Titles 1, 2, 3, 4, and 5; and the No Child Left Behind (NCLB) Act, detailing the provisions of each. She focuses on how they affect the education of children with special needs. Next, she considers the concept of a “Free and Appropriate Education” and the ideas of Least Restrictive and More Restrictive Environments as these apply to the types of special education services schools are required to provide. Finally, Dr. Tileston offers suggestions for implementing special education programs that meet the standards established by federal and state laws.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
The role that state and federal legislation has played in defining the goals and context for special education programs
The provisions of important state and federal laws related to special education
The importance of the IEP in a special needs student’s education
The standards of free and appropriate education for special needs students
How the ideas of Least Restrictive and More Restrictive Environments have impact on special education students
A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Assess their school’s or district’s compliance with state and federal laws in administering their special education program
Strengthen classroom instruction so that it provides both an equitable and a quality education as it targets the needs of special education students
Guest Speakers:
N/A
Session # 3: Responsible Inclusion for Students with Learning Disabilities Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Text-based unit: “Responsible Inclusion for Students with Learning Disabilities” Participants read “Responsible Inclusion for Students with Learning Disabilities,” by Sharon Vaughn and Jeanne Shay Schumm (http://digilib.bc.edu/reserves/ed587/moon/ed58745.pdf), which offers a contrast of responsible with irresponsible inclusion practices for students with learning disabilities. They then respond to the reflection prompts that follow.
Materials: “Responsible Inclusion for Students with Learning Disabilities,” by Sharon Vaughn and Jeanne Shay Schumm (http://digilib.bc.edu/reserves/ed587/moon/ed58745.pdf)
Objectives: Specify instructional goals and standards for each session.
Goal:
To explore different inclusion practices
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Engage in responsible inclusion practices
Guest Speakers:
N/A
Session # 4: Special Education and the Brain: Part 1 Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Special Education and the Brain: Part 1 In this unit, Dr. Tileston discusses how the brain works and how understanding its functioning helps teachers understand how their students learn. She begins by considering what it means to be a ‘smart’ learner and contrasts that with what it means to be a ‘slow’ learner. Smart learners, she says, use all their memory pathways, while slow learners must be taught in their preferred modality. She then explores what brain research has taught us about learning and suggests strategies that teachers can use to adapt the findings of that research to their classrooms. She focuses on systems of thinking—the self-system, the metacognitive system, and the cognitive system. She explores how these systems contribute to the processes by which students learn. She concludes with a few tips about applying this brain research in the classroom.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
How learning takes place in a healthy brain
The types of learning problems that occur in terms of what brain research has revealed about the functioning of the brain
Strategies that incorporate the findings of brain research to augment learning of all students and especially special education students
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Understand and explain learning problems in terms of the brain’s functioning
Apply current brain research to their portfolio of teaching skills to better help students retain and retrieve information
Guest Speakers:
N/A
Session # 5: Special Education and the Brain, Part 2 Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Special Education and the Brain, Part 2 In this unit on brain research, Dr. Tileston focuses on the third of the three brain systems—the cognitive system. She draws a distinction between declarative knowledge—knowledge that we recall—and procedural knowledge—what we do with what we know. She demonstrates a variety of organizers, tools that can successfully help students increase their ability to organize and recall information. She concludes by suggesting that teachers’ goals should include helping students construct a variety of mental models, and she gives lively examples of compare and contrast and sequencing models. Aware that designing many advance organizers is very demanding, Dr. Tileston suggests that teachers create communities of learners where they can share their work and their common goals.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit educators will know:
How the cognitive system of the brain affects student learning
Differences between declarative and procedural knowledge
Effective strategies for using organizers in classroom instruction
Effective strategies for helping students to construct their own organizers Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the
four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Tap into the self-system of the brain and build scaffolding so that students believe that they can learn
Give meaning to learning by using prior knowledge and building structure
Create personal relevance by having students determine how they learn and what they need to know
Create advance organizers, rubrics, and mind maps
Give specific positive feedback, initiate positive self-talk, and set specific positive goals
Divide lesson plans into declarative and procedural information
Guest Speakers:
N/A
Session # 6: Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Text-based Unit: “Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities” Read “Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities,” by Steve Graham, Karen R. Harris, and Lynn Larsen (http://faculty.rcoe.appstate.edu/koppenhaverd/5710/read/readingLD/grahametal01.pdf), which offers 6 principles designed to prevent writing difficulties as well as to build writing skills for
students with learning disabilities. They then respond to the reflection prompts that follow. Materials: “Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities,” by Steve Graham, Karen R. Harris, and Lynn Larsen (http://faculty.rcoe.appstate.edu/koppenhaverd/5710/read/readingLD/grahametal01.pdf)
Objectives: Specify instructional goals and standards for each session.
Goal:
To explore methods for teaching writing skills to students with learning Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Teach writing skills to students with learning disabilities
Guest Speakers:
N/A
Session # 7: Attention Disorders Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Attention Disorders In this unit, Dr. Tileston focuses on two types of attention disorders: Attention Deficit Hyperactivity Disorder [ADHD] and Attention Deficit Disorder [ADD]. She begins by defining ADHD, suggesting that it has three components: inattention, hyperactivity, and impulsivity. She considers the causes and diagnosis of this disorder. She then discusses ADD and distinguishes it from ADHD. She examines ways in which schools and teachers contribute to students’ inability to focus on instruction. Dr. Tileston considers the effects of particular styles of teaching, room arrangements, inconsistent rules, tense classroom climates, and the failure to engage students in their learning. She concludes by offering suggestions that will better focus students’ attention: making learning fun and personally meaningful, setting goals and holding students accountable, using signals to curb excessive activity, setting clear expectations, breaking learning into reasonable chunks, providing choices, and using organizers.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
The characteristics of Attention Deficit Hyperactivity Disorder [ADHD] and Attention Deficit Disorder [ADD]
Ways in which the teacher may contribute to students’ inability to attend to learning
How to increase students’ ability to stay appropriately focused on learning and the activities of the classroom
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Recognize the behaviors and characteristics of students with ADHD and ADD
Modify conditions in the classroom so that it provides a more structured and nurturing environment
Modify teaching strategies so that students with attention disorders will become more engaged
Guest Speakers:
N/A
Session # 8: Attention Solutions Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Attention Solutions In this unit, Dr. Tileston offers detailed strategies to help teachers address attention disorders. Her objective is to help students stay on task and to finish work at a high level by empowering students to become self-directed learners. In a sample segment, Dr. Tileston draws on the concept of multiple intelligences and different learning modalities as ways to add complexity to a unit of study. Next, she considers the distinctions between convergent and divergent thinking. She concludes by discussing practical ways to manage the classroom, setting up structures that help students increase their ability to focus and to attend to learning.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
How to help students stay on task and finish work at a high level
The distinctions between convergent and divergent thinking as students complete phase 3/level 3 activities
The importance of teaching social skills as well as cognitive skills
How to control the group through carefully planned and executed structures
How to provide positive feedback Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy
This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Create personal relevance for students, create connections, and set goals to maximize learning
Provide consistent structures to control behavioral disorders
Use matrixes, rubrics, and other tools to evaluate student progress in learning social skills
Create benchmarks to measure student progress in reaching their learning goals
Guest Speakers:
N/A
Session # 9: Assistive Technologies for Reading Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Text-based Unit: “Assistive Technologies for Reading” Participants read “Assistive Technologies for Reading,” by Ted S. Hasselbring and Margaret E. Bausch (http://www.matnonline.com/olms/tmp/file/AT%20Evaluation/Session7Readings/Tech-Reading-Hasselbring.pdf), which argues that text-reader programs, word-prediction software, and other aids empower youth with learning disabilities. They then respond to the reflection prompt that follows. Materials:
“Assistive Technologies for Reading,” by Ted S. Hasselbring and Margaret E. Bausch (http://www.matnonline.com/olms/tmp/file/AT%20Evaluation/Session7Readings/Tech-Reading-Hasselbring.pdf
Objectives: Specify instructional goals and standards for each session.
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
Guest Speakers:
N/A
Session # 10: Mid-course Project Date: Self-paced Time: 5.25 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
MIDTERM For your midterm, you will apply the concepts introduced by Dr. Walker in the first half of the course. The typical classroom is made up of students from various backgrounds and abilities, including those with learning differences, challenges, attention disorders, and other disabilities. Develop or
adapt a lesson for an upcoming curriculum unit that addresses the special needs of your students. Please do all of the following:
1. Identify the lesson you will be adapting and the lesson’s learning objective(s). 2. Note 4 different types of learners in your classroom and what adaptations they will need
to successfully meet each of the learning objective(s) you have identified. 3. Determine how you will track the progress of each of your students with special needs.
Specifically, what type of progress or other reporting form will you use and what rubric will you use to define expectations and show the scoring and evaluation of each student? If you use a previously developed rubric, cite your source.
5. Describe how you will you pre-teach declarative or procedural knowledge and offer 3 choices of activities you can offer your students. Take into account different learning styles and modalities. For example, if you have students with attention deficit disorder, note the strategies you can use to increase their ability to stay focused on learning.
6. Incorporate mind maps and other graphics and explain their use and why they are important to aiding students with special needs.
7. Propose two additional adaptations you will use to meet the unique needs of your students.
Objectives: Specify instructional goals and standards for each session.
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
Guest Speakers:
N/A
Session # 11: Emotional & Behavior Disorders Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Emotional & Behavior Disorders Dr. Tileston begins this unit by describing how the brain controls emotions and the importance of emotions on attention and learning. “What happens when the brain is not functioning properly and doesn’t handle emotions correctly?” she asks. She explores a list of emotional disorders including the symptoms of a range of anxiety and depressive disorders.
Dr. Tileston then focuses on what can be done by classroom teachers to decrease the negative behaviors in the classroom and discusses how teachers can effectively deal with students who present any of these disorders. She describes the type of environment schools should seek to create, the types of interventions that have proven effective, the responsibilities of the school, and the importance of early intervention. Finally, she argues for involvement by everyone involved with the student—school administrators, as well as teachers and parents.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
How emotion affects the brain and how emotion affects behavior and learning
Symptoms of emotional disorders that affect students in the classroom, including anxiety, obsessive-compulsive disorder, eating disorders, post-traumatic stress disorder, depression, oppositional defiant disorder, and autism
How a classroom teacher can help students gain more control over their negative behaviors by creating a positive environment, being consistent, teaching social skills, and involving the parent/caretaker
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Create a physically and emotionally safe environment where students are comfortable taking risks
Establish early interventions when behavior disorders are first observed
Session # 12: Autism Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Autism Dr. Tileston opens her presentation with a definition and facts about the incidence of autism and Asperger’s in the United States. She states that it is currently the fastest growing developmental disability in this country. Though the causes of autism are not known at this time, Dr. Tileston reports on the current research into various possibilities: genetic, environmental, embryonic changes in the brain at days 22-24. Until research supplies more answers, early intervention and therapy currently provide the best treatment options along with some possible medications. Dr. Tileston suggests what teachers can do to effectively manage their classrooms. She suggests giving students information in very small chunks; paying close attention to the student’s preferred learning style; and adding a great deal of order, structure, and scaffolding. She suggests managing the classroom with clear and precise rules and routines and also specifying a time-out area where a student can get the space he or she may need. The purpose is to create a connection for the student and to add consistency and discipline. The intent is to create classroom conditions that will help these students to succeed.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
The characteristics of autism
Possible causes of autism and the ongoing research on possible treatments
The distinctions between autism and Asperger’s Syndrome
Instructional strategies that will help students with autism and/or Asperger’s succeed in their learning
Classroom management strategies that will help students become more controlled in their behaviors
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy
This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Recognize the behaviors and characteristics of students with autism and Asperger’s Syndrome
Modify teaching strategies so that students with autism and Asperger’s will become more focused on their learning and more socially engaged with other students
Modify the environment in the classroom so that it provides a more structured and nurturing environment for learning and more controlled behavior
Guest Speakers:
N/A
Session # 13: Teaching Students with Autism Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Text-based Unit: “Teaching Students with Autism” Participants read “Teaching Students with Autism,” by Glen Dunlap and Lise Fox (http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=4185&TEMPLATE=/CM/ContentDisplay.cfm), which provides an overview of considerations for teaching students with autism who learn well with appropriate, systematic, and individualized teaching practices. They then respond to the reflection prompts that follow. Materials:
“Teaching Students with Autism,” by Glen Dunlap and Lise Fox (http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=4185&TEMPLATE=/CM/ContentDisplay.cfm
Objectives: Specify instructional goals and standards for each session.
Goal:
To explore methods for teaching students with autism
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Employ effective strategies for teaching children with autism
Guest Speakers:
N/A
Session # 14: Speech and Language Disorders Date: Self-paced Time: 1.5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Speech and Language Disorders In this unit, Dr. Donna Tileston outlines in detail the normal stages of children’s speech and language development from birth through adolescence. She lists the benchmarks that parents and educators should expect to see as children grow. Including a brief history of nineteenth century research on language and speech disorders, she addresses what teachers today can do to help students who present language delays, speech impairments, and other language disorders.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit educators will know:
The expected progression of language development
The symptoms of specific language disorders
Interventions that will help children with speech and language disorders Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Evaluate students’ language development to measure it against expected benchmarks for their ages
Provide appropriate intervention for any children who are presenting language deficits, delays, or other disorders
Session # 15: Reading Disorders Date: Self-paced Time: 1.5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Reading Disorders Dr. Tileston begins this unit by explaining why learning to read is more difficult for children than learning to speak. The brain is not hardwired to read, and many students have difficulty translating spoken language to the written word. Many things can go wrong. Tileston explains the systematic steps that must be taught to develop phonological awareness and reading comprehension. The unit ends with practical and detailed suggestions to strengthen the classroom teacher’s reading instruction: modeling and teaching positive self-talk and using reciprocal teaching, questioning, cooperative learning, and scaffolding. All of her strategies are intended to help all students who need rigor in their reading instruction.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
How the brain is involved in the process of learning to read
Why learning to read is so difficult
How learning to read normally develops
The symptoms of reading disorders
Best practices in reading instruction: phonological awareness and reading comprehension
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Evaluate which children require intervention to correct their reading disorders
Use strategies to provide best reading instruction, model best practices, scaffold lessons, ask good questions, and add rigor to classroom instruction
Guest Speakers:
N/A
Session # 16: Learning Disabilities in Mathematics Date: Self-paced Time: 1.75 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Learning Disabilities in Mathematics Instructor Donna Walker Tileston begins this unit by explaining what parts of the brain are responsible for math learning and what we know about students with problems that affect their mathematical ability. These problems are sometimes known as The Math Curse, and as Tileston explains, they occur as frequently as reading disabilities, in about 6% of the student population. She explains why the incidence of math disorders may be growing, and hypothesizes that more attention has been paid to reading disabilities because reading is used across all the disciplines. She then offers practical solutions and strategies for the classroom to help teachers and students become more successful in mathematics.
Objectives: Specify instructional goals and standards for each session.
Goals: After completing this unit, educators will know:
What the brain research says about disabilities in mathematics
The symptoms of disorders in mathematics
How to diagnose problems in mathematics learning
The distinctions between quantitative and qualitative learners
How to define levels of mastery in mathematics learning
New classroom strategies to strengthen mathematics instruction
Standards: A Framework for Teaching 3c: Instruction: Engaging Students in Learning Common Core State Standards in Literacy This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language NYS Learning Standards Teachers will also strive to help teachers reach these standards:
Language for Information and Understanding
Language for Literary Response and Expression
Language for Critical Analysis and Evaluation
Language for Social Interaction
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
After completing this unit, educators will apply the following skills:
Diagnose the nature of mathematics disabilities in the classroom
Strengthen mathematics instruction in the classroom by applying such teaching strategies as focusing on vocabulary, using manipulatives, creating patterns, identifying qualitative versus quantitative learners, and teaching to student’ dominant learning modalities
Guest Speakers:
N/A
Session # 17: Final Capstone Project Date: Self-paced Time: 5.25 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.
Topics: List session topic and materials
Final Capstone Project For your final, you will apply the concepts introduced by Dr. Walker Tileston in the last five units of the course. You will consider students with the following disorders: emotional and behavioral; autism and other disorders in the autism spectrum, including Asperger’s syndrome; speech and language disorders; reading disabilities; and learning disabilities in mathematics.
1. Consider an upcoming curriculum unit and choose a lesson from that unit to adapt for a student with one or more of the learning disorders listed above.
2. Determine the student and the disability/disabilities you wish to target. 3. Write a description of the learner you wish to address. Describe his or her presenting
symptoms with as much detail as possible. Be sure you cover the following: a. ways in which his or her learning is affected by the disability. b. the emotional overlay that you observe in the classroom. c. the student’s social affect, and what you know about the relationships in the
home. If you have an opportunity to read or utilize an existing IEP for that student, please include data that has been gathered for the IEP this may include test scores. Do not include real student names in your description.
4. Consider the academic unit for which you will modify a lesson and identify the learning objective(s). Develop new learning objectives for the student you have identified based on his or her needs.
5. Explain what adaptations this student will need to successfully meet the learning objective(s).
6. Determine how you will track the progress of this student. Consider the progress or other reporting forms you will use. If you prefer a rubric that defines the expectations and indicates the scoring and your evaluation of each student for each learning activity, include the rubric and any necessary citation
7. Incorporate two specific strategies that you learned in the course for leveraging background knowledge or developing prior knowledge. Explain why this knowledge is valuable in providing instruction to this student.
8. Describe how you will you pre-teach declarative or procedural knowledge to the student. Propose three activities you can offer your student and others like him or her. Explain why these choices are important and appropriate for the individual student.
9. Propose how you would incorporate mind maps and other graphics and explain their use. Explain how they will help your student understand the unit’s concepts.
10. In a final paragraph reflect on your own learning goals for taking this course. Did your experience align with the learning goals you set for yourself at the beginning of the course?
Objectives: Specify instructional goals and standards for each session.
Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.
