Final Synthesis Project Explanation
Target Audience: The target audience would have to be educators. I would create this webpage for my peers and colleagues. This instructional tool would be for both regular and special education teachers. It would also help any service providers that support student in the areas of physical therapy, occupational therapy, speech therapy as well. The instructional product that would be designed would be a website and would have the tools and information to help guide teachers knowledge to support differentiating instruction for all students as well as for those students with special needs. All too often we look for what is wrong with the student when they are not making progress. Shouldn’t we as educators look at ourselves and how we are teaching the lesson first before assuming it is the child? Changing our way of thinking may also help with the over referral of students to special education.
Context: This was designed for a single school or school district. Teachers can use a scope and sequence to help with the instruction. This help to change the instruction to meet the functional level of the student as well as different learning styles. Using a scope and sequence is suggested for designing a lesson. For example, Kindergarteners can learn Geometry such as shapes. It is a great resource for General education or Special Education Teachers.
Learning Objectives:
-Teachers should be able to design a lesson that helps implement differentiated instruction.
-To be able to gain knowledge on Differentiating Instruction.
-Change Instruction instead of assuming it is an issue with the student.
Description of lesson/intervention: This product is designed for a single school or school district. The main design will be a web site for differentiating instruction for all students. Within the website teachers will be able to see how do design a lesson plan and a template to help write their own lessons. A bloom’s Taxonomy grid is provided to help guide lesson to different learning styles. They will be able to see a short video tutorial, using camtasia and Google video, on how to start writing the Individual Education Plan (IEP). It starts with writing the invitation and making sure the correct and mandatory people are invited. It will have link additional educational websites. I will also supply links to resources from local bookstores.
Artifact: Example of what I would like to see my colleagues use. Lesson plan on Math
Lesson using D.I. Section I:
Lesson Plan No: ___1_
Subject Area: Math
Content Strand: Patterns, functions and algebra
Content Standard/Benchmark:
Create, describe and extend simple geometric patterns. G.GS.00.03
Lesson Objectives: Given a color pattern the student will be able to continue the patterns 3 out of 5 times.
Given a complete color the student will be able to describe the pattern in knowing what attribute is the pattern.
Co-Teaching Model(s): One teach one support model
Model Responsibilities: Teacher 1 Responsibilities: Teacher 2
One teach one support model
To instruct core concept of lesson. To give the demonstration. To watch for student's understanding To walk around watch for students understanding. Ask questions to differentiate instruction for students below and above grade level content.
Materials and Equipment Needed: ELMO projector, apple die cuts in red and green, other small objects for manipulative, glue sticks, white paper,
Presentation of Instruction
Anticipatory Set: (Advance organizer)
Review: repeat and review sound and motion pattern from previous lessons
Objective: students will create and extend color patterns
Relevance: This helps student with visual processing and visual discrimination as well
Demonstration (Skill)
Model: Ask: Do you think patterns can be with colors? Show a set of objects of different colors.( red and green apples) Create a pattern. After making several different patterns, Ask: What they are making? Ask: What do you notice? Introduce the term pattern and ask for children’s ideas about what a pattern is. Help them realize that a pattern repeats itself and they can tell what comes next by identifying the pattern. Change a few colors and disrupt a pattern. Ask: What if we change some of the colors? Is it still a pattern? Can you tell what should come next?
Student Engagement: Have a student start a pattern using the different color objects (in this case it will be apple die cuts). Then have another student come up and finish the pattern. Continue this for several different patterns.
Monitor Student Engagement: Have the students use the same apple cut outs at their desks copy the pattern that was created by their peers on the ELMO. The have them create their own patterns using the apple cut outs. Teacher will monitor for student staying on task and check for understanding.
Guided Practice:
Supply students with same two colors of apple die cuts and have them find a partner. Instruct them to continue making and continuing patterns at their desks with a partner. Teacher should move around the room to observe students for understanding.
Independent Practice:
Place apple die cuts at a center. Use pattern making as a math center along with previous lessons activities and rotate every 10 to 15 minutes. You can have color patterns on cards for students who struggle or you may want to throw in more than two colors for those students.
Evaluation:
(Plan to evaluate student achievement of objectives. Please include any worksheets, rubrics, other materials planned. Refer to multiple intelligences and Bloom’s taxonomy handouts on how to differentiate)
An observation checklist will be use during guided and independent practice. There will be 3 levels; beginning to progress, progressing successfully and mastered. Collaborating teachers will make classroom observations and document results on check lists. Daily center work will be looked at as well for mastery of extending and describing patterns.
Closure:
Encourage students to continue looking for patterns at home or school or even out in the community. Remind them that patterns are everywhere and patterns are a part of math.
Homework for Extended Practice/Maintenance (Refer to multiple intelligences and Bloom’s taxonomy handouts on how to differentiate)
For any extension you can add more components such as labeling the patterns. The most simple being AB, then AAB and finally ABC. Students could continue to use cut outs of different shapes or colors and glue the shape to form a pattern. They could use any concrete objects to practice patterning. They could also pair motions or sound to match the pattern created. Students may change the attribute of color to something else like shape or size and show patterns. This could be done as homework, center work, small or whole group.
Section II:
Reflections:
Real Life Application:
The visit to the apple orchard for this class was not an every year event like it is in my house hold. Some of these kids have never been to an apple orchard. The kids could barely wait to go. They had been waiting and praying for good weather all week. This is a great opportunity for us to work on Curriculum Based Instruction (CBI) which is helpful for students with cognitive impairments. Before we went on this field trip we talked about my expectations as a teacher from my students. We talked about the behavior on the bus to and from the event as well as behavior at the orchard. We don’t usually have volunteers from parents as they are working or not interested in school involvement, so this ups the student teacher ratio. Behavior from the students can make or break these trips. We were able to talk about why we were going to the apple orchard and how they grow. We also talked about the different parts of the apple. We knew we were going to have a snack and pick out pumpkins with al of our first grade friends. We were going to work on using manners, what to do if we are lost or need help and also using appropriate social choices.
How did I/can I differentiate my lesson using theory of multiple intelligences (MI) and Bloom’s taxonomy for students with cognitive impairment, emotional impairment, and learning disabilities?
Cognitive Impairment
Some of the struggles students with cognitive impairments are the lack of retaining the skills or working memory and they need a lot of repetition. In this lesson there is room for lots of repetition. The teacher may decide for each student how much repetition is needed. This skill and activity can be used at a center or even a small group or individual. The multiple intelligences are seen and used through patterning and can be implemented with concrete objects, music, motion.
Emotional Impairment
Some of the issues that students with emotional impairments may be faced with are; the lack of interpersonal skills, mood swings and low self esteem. In this lesson there are ways to differentiate the instruction to adapt to some of these deficit areas. The lesson can be worked on in isolation or small groups. The fact that a field trip was involved and was fun keeps the mood light and happy. We were walking and exercising on the field trip which releases endorphins. Endorphins are hormones that helps make us happy naturally. This is true with any physical activity.
Learning Disability
There are so many different signs of struggles for student with learning disabilities. Student with learning disabilities may have problems with retention and working memory. They may have issues following and understanding directions. Struggle may come with handwriting and expressing ideas in writing. Some of the things done in this lesson to accommodate these disabilities are as follows; there were hands on activities with out written work. Working in small groups or centers allows for more one on one instruction. There is lots of repetition. They will use of different tactile objects for making patterns. The directions were demonstrated, repeated and stated very clear.
Justification: The reason I decided to use a website for the final project and for the subject I used was to be able to reach more people. Also, I felt that it can easily be accessed during work hours for teachers as well as at home. I think that providing a link is easy to pass on by word of mouth as well. From the previous assignments I have become comfortable designing a web page so it was also easier for me to work with the web page design creator from Google. Within the web page I used Camtasia to record a short tutorial. I think that application is fun to use and really works well for people who are visual learners as I am.
Friday, June 13, 2008
Final Project
Below is the link to the web site I created for the final project. Enjoy!
http://booth533.googlepages.com/teachingstudentswithspecialneeds
http://booth533.googlepages.com/teachingstudentswithspecialneeds
Saturday, June 7, 2008
Link to my Website!
http://booth533.googlepages.com/home
This is the link to the web site I created for educational purposes. My students will be able to view the page for upcoming Special Olympics information.
This is the link to the web site I created for educational purposes. My students will be able to view the page for upcoming Special Olympics information.
Cedar Point - Map Your Trip
View Larger Map
I was able to visit Cedar Point and map out what I did for the day. I went on the demon drop, raptor, millenium force, and many other good rides.
After figuring out how to do this task I realized that I would never even be able to use this program in my classroom. If I wanted the students to create a map of something it would have to be a drawing and there would have to modeling even at that level. The needs of my students are high due to their cognitive impairment.
This assignment would require my students to use a map of Cedar Point and show us the route they decide to take and what rides they rode. This could be done before a trip to plan for the day or used after the trip like we did here to show other where you went. This assignment could be done by the teacher and given to the kids so they have to learn to read a map as well. It just depends on the skill needing work.
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