Educational Services for Individuals with Exceptionalities

1. Educational Services for Individuals with Exceptionalities Adapted Lesson Plan

2. 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

3. 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

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

5. 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

6. 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

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

8. Primed Background Knowledge • Preexisting information that affects new learning • Aligns with learner knowledge and expertise • Considers strategic and proximal pre-skills • Readies learner for successful performance

9. 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/

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

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

12. 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

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

14. Identify Meaningful Participation • Determine level of participation • Ensure at least minimal level of meaningful participation • Assure necessity of participation by all • Reinforce meaningful participation

15. Closure of Lesson • Wrap up activity • Summarize work completed • Reinforce participation • Check for understanding

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

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

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

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

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

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

22. Introduction • Compare path of circulatory system to map

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

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

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

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

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

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