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ASD Genetics

ASD Genetics. Unit Portfolio Presentation John de Vauster Pantanosas John Immanuel A. Gualberto Educ25 – EDC. Unit Summary.

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ASD Genetics

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  1. ASD Genetics Unit Portfolio Presentation John de Vauster Pantanosas John Immanuel A. Gualberto Educ25 – EDC

  2. Unit Summary • In today’s generation there are millions or billions of things that are constantly changing everyday, from technologies, people, health products, different adaptations and etc. • These modules will allow students who took up special education to adapt and to boost the different changes in the community and to subsist in this new production.

  3. Essential to this is for them to have a research on ASD genetics and will make use of this information to increase their knowledge and to be more productive in their accomplishments as future sped teachers. • For the long learning practice, they will be guided to see how accurate they are in their research and connect it to the learning’s that they have during the past few years of study.

  4. Objectives: At the end of this unit, the students will: • Gather data’s of the different explanations about the assign research topic (The structure of the genes that cause person to have an ASD). • Appreciate the possible outcomes of the assign research topic. • Create a community of 21st century of learners who has great knowledge of the different disabilities and apply it to a lifelong process.

  5. Curriculum-Framing Questions • Essential Question As future sped teacher: Can I do something about autism? • Unit Questions As a future sped teacher, how would you apply or make use all the learning’s that you had gain in this unit research? • Content Questions What are the abnormalities implicated in the autism?

  6. 21st Century Skills: • Individual attentiveness • Critical Thinking and Problem Solving • Communication and Collaboration • ICT (Information, Communications and Technology) Literacy • Initiative and Self-Direction

  7. Prerequisite Skills: For this unit, it is expected that the 4th year student has: • pre-requisite English communication skills (writing, reading, speaking, listening) • basic computer skills especially: Word, Power point, Multimedia • How to conduct a proper interview. • How to handle people.

  8. Gauging Student Needs Assessment • Purpose of the Assessment • To gather information about what students already know and what they wonder about growing plants. • What I want to learn from my students? • I want to find out what they already know about the Unit Questions and what they know about setting up experiments. • How I have tried to promote higher-order thinking? • I ask students to find relationships and draw conclusions about growing plants. • How the assessment information helps me and my students plan for upcoming activities in the unit? • If students have misconceptions about how to set up experiments, I can provide scaffolds. If students have different levels of understanding about the importance of plants, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge.

  9. My Goals for the Course • Find ways to get my students more interested in learning special education • Learn about different kinds of technology my students and I can use • Share ideas with other teachers

  10. Goals for My Students • Gather data’s of the different explanations about the assign research topic (The structure of the genes that cause person to have an ASD). • Appreciate the possible outcomes of the assign research topic. • Create a community of 21st century of learners who has great knowledge of the different disabilities and apply it to a lifelong process.

  11. What feedback or additional ideas I’d like? • I would like help on my assessment. I think I need to elicit more higher-order thinking, but I’m not sure how.

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