Whether you are a teacher, administrator, or in a position, that supports teaching and learning, all educators need to understand the teaching and learning process as it relates to lesson planning. The purpose of this assignment is to produce a model lesson plan that demonstrates your knowledge of the constructivist approach to lesson design. In this Assignment, you will construct a model lesson plan that includes rubrics and appropriately integrates technology.
Your lesson plan must include each of these elements:
1.APA Cover 2.Topic 3.Select an academic concept – just one concept, not a related set of concepts – that you hope to teach to students. For example, you might select the mathematical concept of measuring perimeter, but not the whole set of concepts related to polygons in geometry. Or, you might select the concept of identifying the main idea in a reading passage, but not the whole set of concepts related to reading comprehension.
4.Grade Level (K-12, adults) 5.Introduction that includes the central focus of the lesson 6.Rationale 7.Objectives with specific thinking skills and content as it relates to student learning. 8.Essential Questions 9.Procedures/Activity: a.Use multiple strategies to differentiate for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs. b.Incorporate instructional strategies based on constructivist views of learning. c.Incorporate instructional strategies that appropriately integrate instructional media in the teaching and learning process. 10.Materials 11.Evaluation/Assessment (Use multiple strategies to modify for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs. Include necessary rubrics. Include necessary rubrics for assessment along with your lesson plan. 12.APA Bibliography (include in-text citations throughout the lesson plan)
Respond to these questions, drawing upon the Woolfolk text. Each response should be in essay format and contain one to two paragraphs. If other sources are used, please cite them in your references.
Why are the instructional activities that you have planned appropriate for students at your grade level? Explain how you compared instructional activities to choose the ones you found most appropriate. How do your instructional strategies, assessment activities, and classroom management strategies support student motivation?
You are a first year special education teacher and have been assigned a teaching position for ninth grade special education students taking both English and Math.
Students meet with you for 50 minutes each day to get help with homework, to finish classwork, and to get extra support in each subject area.
You will need to structure the class so that student needs in both subject areas will have time to be addressed. Use the provided information about your students, found in the attached “Class Profile.â€
With the information provided, compose a two-part 750-1,000-word essay addressing the following:
Part 1:
Questions about your teaching assignment before it begins, including any requests for additional information; Questions of fellow teachers and administration; and Information needed before the end of the first week of school.
Provide a rationale for each item citing both the text and “Class Profile†as appropriate.
Part 2:
Provide a minimum of three possible ways to structure the classroom setting. Provide a minimum of two possible ways to structure a class period. Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English and Math classes. Use the text and a minimum of two scholarly resources to support your essay.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required
This paper discusses preparation for teaching of a ninth grade special education lass that involves remedial sessions for math and reading. The preparation encompasses establishing appropriate questions that the teacher needs to ask the school administrators, fellow teachers and the parents of the students. It also covers classroom and period setup as well as appropriate strategies.
Questions
Prior to starting teaching the special education class, it is important to answer the following questions:
What curriculum is followed?
This will help ensure that the teacher knows the level of the grade, and the requirements of the various students; whether they are below the grade, at grade level or above grade level.
What choices do the students have regarding the curriculum?
It is important to establish whether the students can be able to choose the level of a subject to pursue. For example, for math, can they be able to choose advanced, remedial or average math depending on their capabilities?
Who are responsible for developing the Individualized Education Programs (IEPs)?
IEPs are used to set goals for individual students and measure progress towards achievement of these goals. The parents/guardians and the teachers are usually involved in setting the goals. It is important to determine the teachers and other staff members involved in setting up the IEPs and monitoring progress. The teacher should also determine who are responsible for updating the IEPs and how often are the updates.
What support does the teacher get during class time?
Some schools offer teacher assistants to assist the special education teacher. The teacher should establish what human and other resources are available from the school to support teaching and learning. The teacher should also establish the role of the support staff and their supervision.
How is student progress communicated to parents and other teachers?
To ensure effective learning, it is imperative for the teachers and parents to monitor the academic and behavioral progress of the students, with appropriate interventions being employed. The teacher should establish a way of engaging other teachers as well as the parents, including parents who have low involvement. This could be through group and one-on-one meetings with the parents and colleagues at the start to establish the student academic and behavioral goals and plans as well as the modus operandi between the teacher and the parents. The sessions also establishes the special support needed for each student, especially important for students with special physical needs e.g. those with ASD, diabetes, traumatic brain injury, etc.
Where can the teacher get support and are there any extra training?
Teaching special education students for the first time can be daunting. The teacher will most likely need consulting with other professionals from time to time. Therefore, the teacher should have support from experienced teachers, administrators and or superintendents who can then guide or mentor them. The school may also have additional training to ensure that the teaching conforms to established school norms. Further, the teacher may need to determine suitable, affiliated professional associations.
Who are the other people who have worked or are working with the student? What exactly works for the student?
There are teachers, counselors and superintendents who are involved with the students. The teacher should determine who the people are and collaborate with them for holistic and rapid development of the students. It involves determining whether accommodation or modification is more effective for a student.
What are the school’s basic rules and regulations?
These should be established at the start and communicated to the students. They set out the expectations of the school and the teacher regarding behavior such as punctuality, communication, discipline, etc.
Classroom, period and instructional strategies
The students can be in groups that would best address their academic needs. For example each group could constitute students of different abilities so that those with greater ability can help those with lesser ability, with those taking the lead acquiring even more advanced skills. Each group can then be allocated appropriate resources, such as books or geometrical sets, to support their needs. For the reading groups, instructional strategy would be for the students to discuss and analyze a text and write their analysis. The w…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ninth grade special education students ………………………………………………………….