Instructional Module/Training Plan Template

AET/520 Version 3

University of Phoenix Material

Part I: Vital Information

Author

Comeleeta Polley

Instructional Topic

Effective Strategies for Special Education Teachers

Instructional Module/Training Plan

Title

Lecturing, Videos ,Special Education Software, Power Point

Presentations, Handouts, Student Surveys, Camtasia Relay

Learning Setting

An educational setting

Audience

A diverse group of educators seeking additional training in

special education that will enhance their professional
development.

Delivery Modality (online, hybrid,

face-to-face, and so forth)

face-to-face

Total Time Allotment

Two hours every Tuesday and Thursday for a month

Instructional Module/Training Plan

Goal

Design lesson plan that are flexible, and can be modified to fit
each student. Add creativity to lessons and homework. Diversify
the process of instruction so that learners think or act differently
from one activity to another for example: watch a video then
discuss its content. During the first week the goal of our lesson
plan is to introduce inclusion to a group of adult learners, and
give examples of goals for inclusive classrooms, how to adapt
and make it work. Students will better understand how parents
and teachers affect student motivation.
At the end of Tuesdays session of the first week, the participant
will be able to identify the whole child approach to education.
The 21st century approach to education that demands us to
challenge, develop, and prepare students for the opportunities of
today, and tomorrow that will provide long-term student success.
Adult learners will be able to list the characteristics of an
inclusive classroom, and identify activities and support system in

Two Performance-Based Objectives

Page 1 of 6

Instructional Module/Training Plan Template

AET/520 Version 3

Summative Assessment Description

model classrooms. At the end of Thursdays session of the first

week, students will be able to identify effective strategies that will
improve classroom behavior and academic outcomes. Identify
what parents can do to help their child become motivated.
Identify positive and negative motivators. List students goals for
the inclusive classroom.
To determine what knowledge and skills students have gained
over four weeks, an end of semester exam will be given to
measure student understanding of required learning objectives,
and to measure students growth after instruction to determine if
long term goals were met. Grades will be posted online.

Instructional Module/Training Plan Template

Part II: Development

Attention Getter

Detailed Input of Content

To keep students prepared and alert announce that it is ok

to pass, and that you would like as many people as possible
to participate. The choice is given to everyone, and is a
great way to keep students engaged in class discussions.
When asking for a volunteer, be sure to wait three to five
seconds after the first person raises a hand before selecting
a respondent, this will increase the number of possible
respondents from which to choose. If you call on the first
few volunteers, it teaches the rest of the class not to
volunteer (Tobin, 1987. Repeat directions, Summarize key
information, Highlight or color code directions and other
important parts.
Design a curriculum that will challenge each child
academically, is flexible, creative and address the learning
needs of special education students. Content: 1. What is
inclusion, and the components of an inclusive classroom?
Students must discover for themselves that what is being
taught is something they want or need. 2. Children are
already motivated, but they can lose motivation when they
cannot see the connection to things we want from them, and
appear to have no connection to them. 3. Students are
capable of rational and logical thoughts even though they
lack life experiences. 4. Take time to listen and you will be
able to guide students through the path that is best for them.

Part III: Implementation

Instructional Strategies

This is a fast paced course; I will provide detailed notes from

my lectures and make suggestions each class period to help
students absorb this massive information, to use in a
classroom setting. The first half of the class: Welcome
students, a brief outline of the four week course and what
will be required. As a starting point define Inclusion and the
components of an inclusive classroom, how to adapt and
make it work. Content delivered through interactive lectures
and audience response, along with detailed hand-outs.
Activities are aligned to the objectives by encouraging

Page 2 of 6

Instructional Module/Training Plan Template

AET/520 Version 3

student participation, engaging learners in dialogue during

the face-to-face lectures. To ensure students understand the
concept of the lectures, an anonymous course survey used
as feedback, to determine what objectives are met, and
what can be done to be more effective in reaching our
students and delivering content that uses a meaningful and
relevant medium. (See Formative assessment for other
suggestions). The last half of the class: The lecture is prerecorded with the aid of Camtasia Relay, notes, slides, and
power point to follow along with the lecture. The main focus:
Effective strategies that will improve classroom behavior and
academic outcomes, Parents can help their child become
motivated, and Positive and Negative motivators. The
instructor has time to employ active learning strategies:
answering questions, engaging students with hands on
learning activities (described in the hand-outs), and
encouraging participation.
Direct Instructions: Lecturing, Demonstrations (examples
are discussed in the hand-outs), Questions, Explicit
teaching.
Indirect instruction: Case Studies (will be discussed the 2nd
week of class), Reflective Discussions, Problem Solving.
1.
Collaborative Strategies: Use a real world problem in
Special Education, and use it as an open discussion. (Handout -gives topics to consider, and take suggestions from the
class). Second Week: Effective Strategies for Special
Education Teachers. A. Focus on enhancing problem
solving and critical thinking skills, and problem based
learning. B. Design assignments that allow room for varied
interpretation. C. Establish group goals-before beginning
and assignment define goals and objectives. D. Build trust
and open communication in groups- Assignments should
encourage team members to explain concepts thoroughly to
each other, The Important Key is Communication. From
weekly feedback be prepared to adjust or alter a lesson to
make it more comprehensive and achievable for the
students. The first Case Study will be an Individual Role
Playing Exercise. Students will research, write, and present
the case study detailed in the hand-out, which will pay off in
terms of accomplishment and student motivation. Define the
Objective: What the exercise need to cover-The Principals
Responsibilities in Supporting Quality Instruction. Context
and role: Give written background information on the
problem. Define the goals of the teacher, and define what
might happen if the goals are not achieved. Introduce the
Exercise: Describe the problem and setting, and will be
followed by a debriefing for students to determine what they
learned and reinforce it during a class discussion, followed
by a written paper due next class period and will be graded.
Please note I have detailed instructions on the class case
study, and what is required ready to be given out. We are
off and running now, lets have fun and learn a lot!
2.
Personal Notes: A vast range of challenges will face
Special Education Teachers. To be and effective teacher
design lessons that are flexible, creative, and can be
modified to fit each student. Effective teachers require many

Page 3 of 6

Instructional Module/Training Plan Template

AET/520 Version 3

Formative Assessment

Closure
Materials and Resources

tools which are chosen through trial and error. Many

sources are available to help teachers plan, manage, and
develop high quality instructions for students with special
needs. In this class we are only touching on a few teaching
strategies. Direct and Indirect Instructions, Collaborative
strategies
are defined in the hand-out, I have also
recommended a text book, library resources, and electronic
documents for pertinent course resources. As always I am
available to my students if my assistance is needed. The
teachers are our heroes, and they are doing a great job of
educating our children. The floor is open for comments,
suggestions, or whatever the class wants to discuss. The
plan is to follow my course outline, but I am prepared to alter
my lesson plans to make it more comprehensible and
achievable for the class. I am excited to get started!
Early course evaluation: Have students identify the main
point of the lecture by submitting one or two sentences, or
an outline for a paper. 2: Use feedback from students by
engaging them in discussion about their ideas, and present
students ideas in class as a basis for class discussion. 3: A
test that include questions that require students to apply
their thinking to a new situation that was not discussed in
class, which will reveal how they are thinking, and a chance
to learn about your students in ways that help you adjust
your teaching.
1. Cover all aspects of the lesson with a quiz, and a
follow up essay.
http://www.mastersinspecialeducation.org/40-must-seeyoutube-videos-to-learn-about-effective-special-educationteaching-methods.
www.ascd.org/videos_of_teaching
http:// www.mnsu.edu/its/academic/camtasiarelay.html
Other resources: Coyne, Michael (2010). Effective teaching
Strategies That Accommodate Diverse Learners (2010).
Hammeken, Peggy. (2000). Inclusion:450 Strategies For
Success: A practical Guide for All educators who Teach
Students with Disabilities.
Tobin, K. (1987). The Role of Wait Time in higher Cognitive
level learning.
Wilmshurst, L. & Brue, A. (2010). The Complete Guide to
Special Education: Expert advice on Evaluation, IEPs and
helping Kids Succeed.
Winzer, Margaret. (2009). From Integration To Inclusion A
history of Special Education in the 20th Century.
Wlodkowski, R. J., & Ginsberg, M. (2010). Teaching
Intensive and Accelerated Courses. Instruction that Motivate
Learning.

Page 4 of 6

Instructional Module/Training Plan Template

AET/520 Version 3

Page 5 of 6

Instructional Module/Training Plan Template

AET/520 Version 3

Page 6 of 6