Educational Services for Individuals with Exceptionalities Adapted Lesson

Educational Services for Individuals with Exceptionalities Adapted Lesson Plan

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) http: //www. teachervision. fen. com/teaching-methods/special-education/3759. html

Big 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

Conspicuous Strategies • Useful steps for accomplishing a goal or task • Planned • Purposeful • Explicit • Of medium-level application • Most important in initial teaching of concept

Mediated 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

Strategic 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

Judicious Review • Structured opportunities to recall or apply previously taught information • Sufficient • Distributed over time • Cumulative • Varied • Judicious, not haphazard

Primed Background Knowledge • Preexisting information that affects new learning • Aligns with learner knowledge and expertise • Considers strategic and proximal preskills • Readies learner for successful performance

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 http: //www. washington. edu/doit/Faculty/Strategies/Disability/

Determining Needs of Student • Identify student needs • • Motor and sensory abilities Cognitive abilities Communication abilities Functional life skills

Identify Learning Objectives • • Review educational history Review current goals and objectives Selecting mutual objectives Adapting lesson components to meet 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

Introduction of Lesson • • • Capture attention of students Generate an genuine interest Review objectives Review materials needed (if any) Review expectations

Identify 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 Lesson • • Wrap up activity Summarize work completed Reinforce participation Check for understanding

Evaluating Participation • • Determine proficiency on objectives Reflect on process Determine positive outcomes Consider negative outcomes

Lesson • Level - Middle school • Class - Science • Unit - Circulatory system

Materials • None for general plan • Red t-shirt for Jeremy

Learning Objectives • General Plan • • • Demonstrate scientific process Identify parts of circulatory system Work cooperatively New look at scientific process Enjoy learning science

Learning Objectives • Jeremy • Understand blood is red • Understand blood passes through body • Integrate sensory needs into classroom • Attend to activity for extended period

Introduction • Describe scientific process of circulatory system • Assign students to groups • Encourage creative role play of process

Introduction • Compare path of circulatory system to map

Procedures • Each student is assigned a "character” • Student reads function of "character” • Each student "acts out" function in order

Procedures • Assign role of "blood" to Jeremy • Jeremy "passes" through system

Closure • Students are asked to review the process • Students write down steps of process

Closure • Check for understanding of "blood” • Assemble puzzle of circulatory system • Encourage Jeremy to share feelings

Evaluation • Understand function of "character"? • "Act-out" in proper sequence? • Recall steps of process in written format?

Evaluation • Did Jeremy participate fully? • Was Jeremy tolerant of input? • Was Jeremy able to express feelings?