Austin James Carr 10/14/13 10:15 PM

Deleted: EDTE 201 Presentation Lesson Plan ... [1]

INSTRUCTION PLAN Presentation Topic: Emotional and Behavior Disorders

PERFORMANCE OBJECTIVES: What are the performance objectives for this lesson or unit (at least 2 objectives for lesson)? Write in the form of a behavioral statement (observable/measurable). Be sure objectives address a variety of levels of Blooms Taxonomy. Student(s) will: 1. After review of definitions/characteristics of ED/BD and given scenarios in groups, students will orally explain what ED/BD the in the scenario child has, naming at least 3 characteristics for identified disorder. 2. After review of strategies and scenario students will tell what they would do in that situation, listing at least three ideas per scenario 3. At end of presentation regarding EDBD, student will orally answer questions with 100% accuracy.

Evaluation Procedures: Must be aligned with Objectives from previous section. Describe what evidence you will collect. 1. List responses on board. 2. List responses on board 3. Document result of oral quiz

Adapted from ETS PRAXIS Series, (2001) and The Spiral Learning, Harvard Project, (1995) Further adapted by Karen Oswald (2008).

STUDENT GROUPING: How will you group students for instruction?

During the PowerPoint we will address the whole class as they sit in a horseshoe formation. During the scenario activity they will move into groups of 4 or 5 to come up with the best way to deal with the situation. During the relaxation activity everyone will be in the middle of the horseshoe as individuals not in a group to do yoga.

ACCOMMODATIONS: Within this lesson, what consideration have you given for students with the following differences? Provide examples for at least 2 of the following that are applicable: a. skill level Throughout the presentation we have tried to keep everything as simple as possible. If there is a difficult topic we are going to show videos, and explain it as well as we can. b. learning styles During the PowerPoint we have adapted to different learning styles. We have mixed in a couple of videos for different disorders to help explain it in a different way. Also we have added a couple of hand on activities to have just another way to learn. THEORY Which developmental theory does your lesson and the activities/objectives support? Briefly describe. The delivery of our lesson supports a theory from Lev Vygotsky: sociocultural. His theory talks about a students Zone of Proximal Development (ZPD). The ZPD is a students ability to perform a task with guidance of a teacher and his or her own ability to finish the task on their own. We want to be able to help the class to understand the material in a better way but not do it for them.

MANAGEMENT PLAN Since you are working with your peers, you can address management as it is imbedded within your presentation. Allowing your peers to be Adapted from ETS PRAXIS Series, (2001) and The Spiral Learning, Harvard Project, (1995) Further adapted by Karen Oswald (2008).

actively engaged is one way to do this. So, describe how your activities and teaching strategies will hold their attention. Throughout our presentation we will be energetic, and have smiling faces to keep the class from zoning out. We will also be using videos to help keep the attention on the information by switching up the way it is taught. We also have multiple activities for students to interact with each other. With the PowerPoint online they wont have to worry about writing everything down and can focus on what we are saying.

PRIOR KNOWLEDGE: What knowledge and skills are students expected to have learned or experienced previously in order to be prepared for and contribute to this lesson? What ODE standards should they have mastered prior to this lesson? With our lesson we are teaching it with the students having a minimal amount of prior knowledge.

FUTURE LEARNING: How and when will students use this information (knowledge/skills) in the future? What ODE standards will be addressed next in this sequence? With all of our students are going to be teachers someday they will be able to use this information in their classrooms. This will help them know what to do it they have students with emotional behavior disorders.

METHODS: What method(s) of teaching (e.g., lecture/discussion, direct instruction, scaffolding, demonstration, inquiry-based, etc.) and related activities/assignments (e.g., discovery activity, cooperative problem solving, game or debate, presentation, computer simulation, etc.) will you employ? Adapted from ETS PRAXIS Series, (2001) and The Spiral Learning, Harvard Project, (1995) Further adapted by Karen Oswald (2008).

What are the procedures steps in instruction including an intro, body of lesson and conclusion. List the sequential steps (task analysis) of expected student performances steps and teacher methods. Keep student focused. (Number each step with estimated time and provide ample detail. Be sure to identify who is doing which step.) Describe activities and how students will achieve stated objectives and estimate the time needed for each activity. Indicate which method (step) is being employed to help students to achieve the learning goals. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. [*Learning Spiral Learn from Sources/Input/Modeling Learn by Doing/Engagement/Participation Methods: Include student behavior for activities (Student will) and teacher behavior 1. Intro: Students will tell us what they already know about emotional behavior disorders. (1 minute) 2. Students will then be given the federal definition and the modern definition. Stat the difference between the two definitions. (Sara 2 minutes) 3. Students will then be presented the two global dimensions. (Sara 1 minute) 4. Students will be presented the difference between disturbed and disturbing behaviors. (Sara 1 minute) 5. Students will then be taught the Quay and Petersons Dimensions of Problem Behaviors (Sara 3 minutes) 6. Students will be giving examples of the problem behaviors (Sara 1 minute) 7. Students will be presented the slides that give the characteristics (Sara) and also the Strategies (Kayla) for helping cope with : Conduct Disorder, Oppositional Defiant Disorder, Eating Disorders, Depression, Schizophrenia, Bipolar Disorder, OCD, Anxiety Disorder. During this there will be YouTube videos for ODD, Schizophrenia, and OCD (35 minutes) 8. Activity: Students will get into groups and do a group activity Call what would you do. The groups will be given a scenario and tell us what they would do in their classroom. (5 minutes) 9. Students will be presented the two types of causes of Emotional Behavior disorders (Austin 30 seconds) 10. Students will be presented on the different kinds of environmental causes (Austin 1 minute) 11. Students will be taught about the four main types of child maltreatment (Austin 1 minute 30 seconds 12. Student will be presented on the Biological causes of Emotional Behavior disorders (Austin 30 seconds) 13. Students will be presented the Genetic influences ( Austin 30 seconds) 14. Students will be taught the biological insults (Austin 1 minute) 15. Students will be presented on the Adaptive Equipment (Austin 2 minutes) 16. Activity: Students will move as a group and do yoga as a stress reliever activity (Sara 5 minutes) Adapted from ETS PRAXIS Series, (2001) and The Spiral Learning, Harvard Project, (1995) Further adapted by Karen Oswald (2008).

17. Activity: Students then will be given an oral quiz to check for understanding (group 5 minutes) Technology use: We will use a smart board and a computer to project our PowerPoint. During our PowerPoint we will resort to YouTube for some videos. Also we will be using the internet to show some adaptive equipment for teachers to use.

MATERIALS: Indicate the human and material resources needed for your lesson, the number of each item necessary, and your plan for organization and dissemination. [*Learning Spiral Learn from Sources] In our presentation we will use the Smartboard, YouTube, and will have a couple of adaptive equipment for the students to see.

Adapted from ETS PRAXIS Series, (2001) and The Spiral Learning, Harvard Project, (1995) Further adapted by Karen Oswald (2008).