Академический Документы
Профессиональный Документы
Культура Документы
Sara Maglov
ET 631- Fall 2018
Course overview
Topic:Meeting the Needs of A Diverse
Group Of Learners- Special Education
Overview for General Education Teachers
Timeframe: 7 Weeks
● Gather strategies, tools and practices that address the needs of students
with learning/behavioral difficulties
● Reflect on current personal teaching practices in order to identify areas of
strength and need
● Appropriately use a variety of technology tools to access content, reflect
and collaborate
● Apply knowledge gained to plan effective lessons to meet the needs of a
diverse group of students
Major Individual Student Response Plan
Assignments
Participants will identify a student in their class that does not already receive special
education supports or services but may benefit from informal supports. Participants will
identify two target behaviors or learning difficulties and develop a plan to address these
needs. Data will be collected to determine the effectiveness of the supports put in
place.
Objectives:
● Understand course expectations and requirements
● Develop understanding of “Netiquette” and how to appropriately communicate with colleagues online
● Develop the Social Presence through “Getting to Know You” activities and small group discussion
Readings/Viewings: Reflecting:
● Special Education in the Schools (Article) → Answer questions related to course introduction (i.e. What are
● Strategies for Meeting All Students' Needs (Article) you looking forward to? Area you hope to gain the most new
knowledge? What do you currently know/understand about
● UDL Principles & Practice (Video)
special education?)
● How to Fix A Broken School? Lead Fearlessly, Love
Hard (Video)
Displaying: Doing:
● Complete “Getting To Know You” Voicethread ● Set-up Reflection Journal and share link with instructor
→ Name, Grade Taught, Special Education ● Participate in Breakout Room discussion
Experience(s) → What aspects of special education, behavior modification and
● Respond to two classmates differentiation you are comfortable tackling right now.? What areas
are you unsure of? Identify trends within your small group and be
prepared to share with the whole group
Module 2- Common learning and behavioral disorders
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Identify common learning and behavioral disorders
● Develop strategies to address difficulties
● Reflect on current instructional and behavioral practices and identify areas of strength and need
Readings/Viewings: Reflecting:
The State of Learning Disabilities: Facts, Trends and Emerging Issues Within your Reflection Journal, Complete reflection questions
(Article) related to teaching experiences with learning disabilities.
Tips for Recognizing Learning Disorders in the Classroom (Article) Identify a time you were proud of how you handled a tough
What Are Classrooms Like for Students with Learning Disabilities? situation and a time you struggled.
(Article)
Dear Teacher: Heartfelt Advice for Teachers from Students (Video)
Displaying: Doing:
Complete brief multiple choice quiz based on readings and Identify student for Individual Student Response Plan
viewings. Accurately identify common learning disabilities and → Complete identifying information (age, grade, pertinent
ways to address these in the elementary classroom. background information, educational history)
Module 3- tackling tough behaviors
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Identify common behavioral disorders
● Develop strategies to address common behavioral disorders in the elementary classroom
● develop action plans to address the needs of their students
Readings/Viewings: Reflecting:
What to Do for the Most Challenging Students in Your Class (Article) Complete reflection questions related to current behavioral
Classroom Behavior Management: A Dozen Common Mistakes and modification practices and areas of need/personal
What to Do Instead (Article) development.
Breaking the Behavior Code (Article)
My story, from gangland daughter to star teacher (Video)
Displaying: Doing:
Scenario Activity: Read a set of narratives and identify ABC Continue working on Individual Student Response Plan
data and suggest one intervention strategy to address the → Identify 2 behaviors or learning difficulties
identified behavior(s). → Describe identified areas of need
→ Determine replacement behaviors or learning goals
Module 4- data collection made easy (& meaningful!)
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Analyze data in order to make instructional decisions
● Develop strategies to address common learning and behavioral disorders in the elementary classroom
Readings/Viewings: Reflecting:
Observing Behavior Using A-B-C Data (Article)-- Pay special ● Answer reflection questions related to current data
attention to the chart! collection practices used by your school and/or grade
3 Ways Student Data Can Inform Your Teaching (Article) level.
● Identify areas where data collection influences your
Using Technology to Collect Classroom Data (VIdeo)
Data Collection Tools for Everyday Classroom Use (PowerPoint)
instructional practices.
● Identify areas you would like to improve your data
collection skills.
Displaying: Doing:
Analyzing Data Activity: Analyze data collected and provide Continue working on Individual Student Response Plan
next steps/intervention strategies (Refer to Reading/Viewings → Select data collection method for Individual Student
from Sessions 1-5) Response Plan
→ Begin data collection process
Module 5- differentiation: reaching all learners
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Identify the four types of differentiation
● Differentiate district provided lesson plans to meet the needs of a diverse group of learners
Readings/Viewings: Reflecting:
● Special Education Research Advances Answer reflection questions related to your performance within your
Knowledge in Education (Article) collaborative group
● UDL Guidelines (Visual)
● UDL At A Glance (Video)
● Differentiation In Action! (Article)
Displaying: Doing:
Collaborate with a classmate that teaches the Compose a brief letter to the curriculum writers of your district outlining your
same content to differentiate a county provided suggested differentiation and why
lesson plan. Be sure to provide one example of you believe the changes you made
differentiation for each of the 4 types of were appropriate
differentiation (content, process, product and
learning environment)
Module 6- Small group instruction
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Identify various types of small instructional groups
● Identify factors that attribute to the design of small instructional groups
● Determine which type of small instructional group is most appropriate
Readings/Viewings: Reflecting:
Organizing Small Groups: Do You Know All the Options? (Article) Respond to reflection questions related to current small
Differentiated Reading Instruction: Small Group Alternative Lesson group practices.
Structures for All Students (Article--great sample lessons!)
Whole-Class vs. Small-Group Instruction (VIdeo)
Displaying: Doing:
● Drag & Drop (Fill-in-the-blank) Activity: ● Complete Quiz #2
→ Complete the activity to demonstrate your understanding of → Quiz will address topics covered in Sessions 1-4
● Complete Collaborative Scenario Activity
the types of small instructional groups.
→ Read the scenarios assigned to your group and determine
which type of small instructional group would be best and
defend your choice
Module 7- Addressing the whole learner/course wrap-up
Delivery Model: Asynchronous Format: R2D2
Objectives:
● Define the term “Whole Child Approach”
● Identify ways to meet the needs of the “Whole Child”
● Analyze data in order to plan instruction and intervention for a targeted student
Readings/Viewings: Reflecting:
● Rita Pierson- Every Kid Needs a Champion (Video) → Respond to reflection questions related to your big “Takeaways”
● 14 Easy Ways To Create the Whole Child Approach in Your from this course.
Classroom (Article) → Respond to reflection questions related to how you plan to
● What Does It Mean to Educate the Whole Child? (Article) address “The Whole Child”
● Meeting the Needs of the Whole Student (Article)
Displaying: Doing:
1)Scenario VoiceThread Activity ● Complete Individual Student Response Plan
→ Listen to/read brief scenarios and identify the student’s area of → Analyze data collected and determine next steps using
need information gained from coursework
→ Suggest ways to address “The Whole Child” ● Submit Individual Student Response Plan
2)“Whole Child” Visual Activity
→ Use Mind Mapping site to create a visual to represent the
knowledge gained in this module
Possible additional resources
Reflection Journal- Each session contains a Reflection component. Participants may use the following
resources:
● Google Slides - Participants can create a slideshow connected to their Google Drive account and share
links to their presentation with classmates and the course instructor
● EduBlog- a free resource that allows users to post but also connect to other educators
● YouTube- Users that would rather record their reflective responses can do so on YouTube and post a link
to their responses. Classmates can comment on these posts as well.
Collaboration Tools_ Participants are tasked with differentiating lessons with a team of other educators
teaching the same content area. Participants may use the following resources:
● Google Hangouts- A free video chatting software connected to a users GMail account. This can be
accessed from a users phone or computer.
● Google Docs- Connected to a user’s Google Drive. A document can be shared, viewed and edited by
multiple users at one time
Possible additional resources
Mind Mapping- Participants are tasked with creating a visual to support their understanding of how to address
the whole child. Participants may use the following resources:
● MindMup- Free software with various visual options to create a mind map
● Mind Meister- Free software that also allows users to collaborate with one another and comment on
posts shared by classmates
Other:
● Voice Thread- Students use this program to share responses and connect with one another. Users can
provide text or voice comments to their classmates