Bellarmine Lesson Plan Activity

1. Bellarmine Lesson Plan Activity

2. 1. What is a lesson plan? 2. What is the purpose of a lesson plan? • A daily lesson plan is developed by the teacher to guide the instruction.  • Planning the instruction is much more difficult than delivering the instruction. • Planning is when you look at the curriculum standards and develop lesson content that match those standards. Luckily, textbooks that are adopted for your subject areas are typically are written with this in mind. • All details should be written down to assist the smooth delivery of the content. • The extent of the detail will vary depending on the number of years of experience that the teacher has and the number of times he/she has taught the lesson. • Obviously a teacher with several or many years of experience may have plans that are much less detailed than beginning teachers. • There will be requirements mandated by the school system that employs you regarding your responsibilities. • http://itc.utk.edu/~bobannon/lesson_plan.html

3. 3. Explain the relationship between a lesson plan and a unit plan? • A unit plan is developed by the teacher and serves as a long-range plan. It contains multiple lessons that are related. • http://itc.utk.edu/~bobannon/unit_plans.html

4. 4. What is an IEP? • IEP stands for Individualized Education Program (alternatively called an "Individualized Education Plan," "Individual Education Plan," or some combination thereof). • This is a legally binding document that spells out exactly what special education services your child will receive and why. • It will include your child's classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists. The IEP is planned at an IEP meeting. • http://specialchildren.about.com/od/specialeducation/f/iepfaq02.htm

5. 4. What is an IEP? Classifications • IDEA (Individuals with Disabilities Education Act) has categorized 13 different disabilities that qualify for special education services. • Visual Impairment • Speech and Language Impairment • Auditory Impairment • Deaf/Blind • Autism • Developmental Disabilities (mental retardation) • Multiple Disabilities • Orthopedic Impairment (Physical) • Specific Learning Disabilities • Emotional/Behavior Disorder • Traumatic Brain Injury • Multi-sensory Impairment • Serious Health Impairments • A child who is identified under one of the categories may be eligible for special education services. • http://specialchildren.about.com/od/specialeducation/f/iepfaq02.htm

6. 4. What is an IEP? • Who attends an IEP meeting? • The IEP meeting is attended by members of the Child Study Team, which usually includes • a social worker, • a psychologist, • a learning specialist, • and your child's teachers and therapists. • Parents are always to be included in IEP meetings. • http://specialchildren.about.com/od/specialeducation/f/iepfaq02.htm

7. 5. What is a 504 plan? • It is a plan designed to accommodate the unique needs of an individual with a disability, as required by the American with Disabilities Act (ADA). • "Disability" in this context refers to a "physical or mental impairment which substantially limits one or more major life activities." • This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies and diabetes; and learning problems. • A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity perform at the same level as their peers, and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, or a tape recorder or keyboard for taking notes.

8. 5. What is a 504 plan? • Many students have conditions or disorders that are not readily apparent to others. T • hey may include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. • Hidden disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit that child’s ability to receive an appropriate education as defined by Section 504, they may be considered to have an “impairment” under Section 504 standards. • As a result, these students, regardless of their intelligence, will be unable to fully demonstrate their ability or attain educational benefits equal to that of non-disabled students (The Civil Rights of Students with Hidden Disabilities under Section 504 of the Rehabilitation Act of 1973—Pamphlet).

9. 5. What is a 504 plan? • There are two types of written plans, which must be developed and implemented by public schools regarding students with disabilities.  First, students with disabilities requiring only reasonable accommodation must have a written plan under Section 504; this is commonly referred to as a 504 plan.   • Each public school should have a person (usually an assistant principal or a guidance counselor, but not a special educator) who serves as the school's "504 coordinator."  This person should coordinate the development, maintenance, and implementation of 504 plans. • 504 plans should be developed by a committee, consisting of the student with a disability (if appropriate), the student's parent(s)/guardian(s), the student's teacher(s), the student's counselor, and the 504 coordinator.

10. 5. What is a 504 plan? • The student's disability and corresponding need for reasonable accommodation are identified and documented in the plan.  • Likewise, the plan delineates the specific accommodations, which will be implemented by the school.  • All school staff involved in the provision of accommodations should be contacted by the 504 coordinator and made aware of their duties and responsibilities.  • The plan itself should be updated at least annually.

11. IEP vs. 504 • For students with disabilities who require specialized instruction, the IDEA controls the procedural requirements.  • The IDEA process is more involved than that required under Section 504.  • Instruction and accommodation under the IDEA are provided in accord with a plan called an Individualized Education Program, known as an IEP.  • A student's IEP is a legal document which, in part, sets forth the duties and responsibilities of the school district and staff regarding that student.  • It is the responsibility of special educators, regular education teachers, administrators, counselors, and other professional educators to be thoroughly familiar with the provisions of the IEP for EACH of their students with disabilities.

12. IEP vs. 504 • Students eligible for an IEP, or Individualized Education Plan, represent a small subset of all students with disabilities. • They generally require more than a level playing field -- they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom. • Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.

13. 6. What is meant by gifted students?

14. 6. What is meant by gifted students? • When asked this question, most teachers will respond by citing three observations. • First, gifted youngsters tend to get their work done quickly and may seek further assignments or direction. • Second, they ask probing questions that tend to differ from their classmates in depth of understanding and frequency. • Finally, they have interests in areas that are unusual or more like the interests of older students. • In fact, these observations define the characteristics that challenge regular classroom teachers the most as they attempt to bring full instructional service to gifted and talented students.

15. These students potentially differ from their classmates on three key dimensions (Maker, 1982): • (1) the pace at which they learn; • (2) the depth of their understanding; and • (3) the interests that they hold. In order to develop instructional programs that will meet the needs of gifted students in regular classroom settings, it is necessary to address and accommodate these defining characteristics.

16. 7. Explain why 4-6 are of any importance regarding your development of a lesson plan. • Class Discussion

17. 8. Explain what is meant by differentiated instruction. • Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

18. 8. Explain what is meant by differentiated instruction. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. • Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: • Content – what the student needs to learn or how the student will get access to the information; • Process – activities in which the student engages in order to make sense of or master the content; • Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and • Learning environment – the way the classroom works and feels. • http://www.readingrockets.org/article/263

19. 9. Explain the deference between teacher- and student- centered lessons • Student-centered teaching methods shift the focus of activity from the teacher to the learners. • These methods include active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class;  • cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; • andinductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. • Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching. • http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html

20. 9. Explain the deference between teacher- and student- centered lessons • Teacher vs. Student Centered

21. 10. Explain what is meant by “pacing” in regards to the development of your course curricula. • Instructional pacing is the speed or rate at which an instructor presents the task in a lesson. • Pacing may also refer to the speed at which progress is made through a particular curriculum or instructional program. • http://www.usu.edu/teachall/text/behavior/BEHAVglos.htm

22. 11. Briefly explain constructivist learning theory (2-3 sentences). • Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key. • http://www.sedl.org/pubs/sedletter/v09n03/practice.html

23. 12. Briefly explain authentic learning (2-3 sentences). • Authentic learning sets a real-world purpose and context for learning and asks students to demonstrate complex abilities in situations which require collaboration, problem solving, research, and communication skills. • The “authentic” problems assigned to students also require them to demonstrate their knowledge and their ability to gather information as needed to complete a task. All student practice advanced skills • http://clerccenter.gallaudet.edu/Clerc_Center/Our_Schools/NCLB_at_the_Clerc_Center/Clerc_Teacher_Resources_NCLB/NCLB_Glossary.html • Multidisciplinary Curriculum • Collaborative Learning • Heterogeneous Groupings • Interactive Modes of Instruction • Student Exploration • Teacher as Facilitator • Performance-Based Assessment • Extended Blocks of Time

24. 13. Explain what a learning objective is. • A learning objective is an outcome statement that captures specifically what knowledge, skills, attitudes learners should be able to exhibit following instruction. • A common misapplication of objectives is for the teacher/presenter to state what he/she is going to do (e.g., “My plan this morning is to talk about…”), ratherthan what the student is expected to be able to do (e.g., “After this session, you should be able to…”).

25. 13. Explain what a learning objective is. • Creating clear learning objectives during the planning process of a unit/week/individual session serves the following purposes: • Helps unit planners integrate across a day/week/unit of learning • Serves to connect content and assessment around learning • Guides selection of teaching/learning activities that will best achieve objectives • Gives learners a clear picture of what to expect and what’s expected of them • Forms the basis for evaluating teacher, learner, and curriculum effectiveness

26. 14. What two characteristics should every learning objective have? • Learning objectives should be “SMART” • Specific • Measurable/Observable • Attainable for target audience within scheduled time and specified conditions • Relevant and results-oriented • Targeted to the learner and to the desired level of learning • http://ccoe.umdnj.edu/forms/EffectiveUseofLearningObjectives.pdf

27. 16. What are you assessing? • ?

28. 17. Explain and give an example of formative assessment • Formative assessments are designed to provide teachers and students with useful feedback about what has been learned so that future learning activities can better target student strengths and weaknesses. • FORMATIVE ASSESSMENT: EXAMPLES OF PRACTICE

29. 18. Explain and give an example of summative assessment • Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. The list is long, but here are some examples of summative assessments: • State assessments • District benchmark or interim assessments • End-of-unit or chapter tests • End-of-term or semester exams • Scores that are used for accountability for schools (AYP) and students (report card grades). • The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. • Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this. • http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

30. 19. Explain and give an example of formal assessment. • Formal assessment usually implicates a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance.

31. 20. Explain and give an example of informal assessment. • An informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.[9]

32. 21. Explain the difference between accommodation and modification in regards to your lesson. • The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with disabilities to pursue a regular course of study. Since accommodations do not alter what is being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities. • Examples of accommodations include: • sign language interpreters for students who are deaf; • computer text-to-speech computer-based systems for students with visual impairments or Dyslexia; • extended time for students with fine motor limitations, visual impairments, or learning disabilities; • large-print books and worksheets for students with visual impairments; and • trackballs and alternative keyboards for students who operate standard mice and keyboards.

33. 21. Explain the difference between accommodation and modification in regards to your lesson. • The term "modification" may be used to describe a change in the curriculum. • Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. • For example, assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his/her ability to understand the content in general education class in which they are included. • http://www.washington.edu/doit/Stem/articles?83

34. Content Modifications vs. Instructional Accommodations ACHART TO FACILITATE COMMUNICATION • Additional Information