- Syllabus Used in Course for: General Education K-4, Middle School 4-8, Dual Special Education K-8/PK-4 Programs, School Counseling, Reading Specialist, Technology Education K-12, Art Education K-12
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Instructor:
Note to User: Include contact information in this section.
Department:
Office:
Phone:
E-mail Address:
Office Hours: - Course Description: Evidence-Based Practices for Elementary Inclusion is offered to Elementary Education majors the semester prior to their student-teaching experience and is a methodology course for pre-service teacher education candidates. The purpose of the course is to prepare elementary pre-service teacher candidates to provide evidence-based language arts and math instruction to students with disabilities in inclusive settings. An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to children with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusive settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs.
- Required Texts/Readings:
Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices for all students (7th ed.). Upper Saddle River, NJ: Pearson.
- This University’s Conceptual Framework: This conceptual framework is based upon the three principles of Knowledge, Professional Practices, and Professionalism, which form our philosophical foundation. Three elements support each of the conceptual framework principles, creating a strong base for our candidates to build the knowledge, skills, and dispositions required of a 21st century educational leader and teacher.
Conceptual Framework Principles:
- #1—Knowledge
- Content (1A)
- Standards (1B)
- Technology (1C)
- #2—Professional Practices
- Child Development (2A)
- Diversity (2B)
- Design, Implement, & Assess (2C)
- #3—Professionalism
- Professional Disposition (3A)
- Leadership Development (3B)
- Personal Learning (3C)
- Standards of Effective Practice: InTASC Standards
Note to User: Be sure to include your states’ special educator preparation standards in the table below. - Expected Learning Outcome: Candidates will use effective behavior improvement strategies to help students increase appropriate social behavior and to prevent and reduce inappropriate behaviors.
Course Objectives: Upon completion of the course, candidates will:
Objectives CAEP CEC InTASC Conceptual
FrameworkKnowledge/Content 1. List the five essential components identified by the National Reading Panel that teachers must be knowledgeable in to effectively and efficiently teach reading. 1.1 3, 5 4 1A 2. Identify evidence-based instructional practices to be used with students with disabilities in the area of math. 1.1 3, 5 1, 2, 4, 7, 8 2C 3. Describe students with disabilities and the academic and behavioral difficulties they present in inclusive settings. 1.1 1 1, 2 1A 4. Describe reading predictors, analyzing the individual differences in specific perceptual, linguistic, and cognitive skills and how they affect a child’s ability to read. 1.1
1.31, 4 1, 2, 4 1A, 2A 5. Describe various methods of instruction for teaching reading and language art skills and mathematics for students with or at risk for disabilities. 1.1
1.33, 5 4, 5, 8 1A 6. List and define the major components for teaching beginning reading and math to students with learning difficulties. 1.1 1, 3, 5 1, 2, 4 1A 7. Describe various methods of instruction for teaching reading in the content areas for students with or at risk for disabilities. 1.1
1.31, 3, 5 4, 5, 7, 8 1A 8. Describe and differentiate cultural and language differences from learning difficulties. 1.1
1.2
1.31, 5, 6 1, 2 1A, 2B Skills/Performance 9. Utilize various evidence-based teaching techniques for providing reading, language arts, math, science, & social studies instruction for students with learning difficulties in inclusive settings. 1.1
1.3
1.43, 5 4, 5, 8 2C 10. Demonstrate effective grouping practices and procedures for teaching utilizing various inclusionary and co-teaching models. 1.1
1.3
1.4
2.35, 6, 7 1, 2, 8, 10 2C 11. Demonstrate adaptation of instructional materials and lessons for a population of students with learning challenges in inclusive settings. 1.1
1.3
1.4
2.34, 5, 6 1, 2, 7, 8, 10 2B 12. Demonstrate an ability to review and evaluate literacy programs for purpose, quality, effectiveness, and research base. 1.1 3, 4, 6 6, 7, 9 1B, 2C 13. Demonstrate the ability to identify and use evidence-based strategies to enhance reading comprehension. 1.2
2.33, 4, 5, 6 4, 6, 7, 9 1A, 2C 14. Assess, develop, and deliver explicit lessons for language comprehension and expression that are related to early literacy. 1.1
1.2
1.3
1.4
2.34, 5 6, 7, 8 2A, 2C 15. Model the use of explicit instruction in the teaching of reading and math for all students, including those with learning/behavioral difficulties. 1.1
1.2
1.3
1.4
2.32, 3, 5 3, 8, 9 2C Dispositions/Professionalism 16. Differentiate between conflicting viewpoints regarding rationales for reading and math failure and indicate various perspectives on teaching reading and mathematics to students with disabilities. 1.1
1.2
1.33, 6 4, 9 1A, 3A 17. Demonstrate an ability to review and evaluate literacy and math programs for purpose, quality, effectiveness, and research base and show knowledge of commonly available programs. 1.1
1.23, 6 4, 9 1A - Instructional Strategies: Lecture/discussion/practical application format with participation expected from each teacher education candidate. Participation takes the form of responding to study and application questions, analysis of supplementary assignments and readings, classroom presentations, and in-class activities as assigned. Lectures are supplemented with audio and visual presentations. Micro-teaching sessions along with case-based activities are incorporated in order to practice various instructional techniques.
- Diversity
Note to User: Be sure to include your university’s diversity statement here.
The teacher education candidate understands the influence of culture on personal growth and recognizes and respects cultural differences, and believes that all human beings possess capacity for thought, feeling, and learning (Performance Principle #11).
- Course Requirements/Assignments
- Student Support Plans (240 points) (see attached rubric/assignment guidelines)
Each teacher education candidate will design a student support plan for three content areas (reading, mathematics, and a third content area of the candidate’s choice (language arts, science, social studies, etc.). Candidates will be expected to identify a student who is included in the general education K-8 classroom and spend at least 15 hours with the student to complete this assignment. Candidates will modify a unit for a K-8 student with exceptionalities for the general education class. The purpose of the assignment is to identify the learner goals/objectives and determine the needed supports, accommodations/modifications to the content curriculum for learners to be shared with the general education teacher. Candidates will have to access curricula in all areas to develop the support plans. Each support plan will include 4 lesson plans designed using at least one Common Core standard for the student’s grade level in each of the content areas (reading, mathematics, and third content area of candidate’s choice) and modified materials. - Module Application Activities (70 points total)
Teacher education candidates will complete each (3 total) Web-based Module listed on the schedule and described below under IRIS Modules and submit the application assessment activity of each module through the Desire2 Learn Quizzing function. See attached scoring guides.- IRIS Module—Differentiated Instruction: Maximizing Instruction for All Learners (https://iris.peabody.vanderbilt.edu/module/di/). Complete the module and then answer the five assessment questions (27 points total).
- IRIS Module—CSR: A Reading Comprehension Strategy (https://iris.peabody.vanderbilt.edu/module/csr/). Complete the module and then answer the five assessment questions (23 points total).
- IRIS Module—High-Quality Mathematics Instruction: What Teachers Should Know (https://iris.peabody.vanderbilt.edu/module/math/). Complete the module and then answer the four assessment questions (20 points total).
- Exams (200 points total)
There will be four (4) exams in this course. Each will consist of multiple-choice, true/false, short answer, and essay responses. - Chapter Reading Checks (90 points total)
Teacher education candidates participating in this course will complete chapter “reading checks” (a total of nine). Candidates will be asked to answer a series of questions upon completion of each assigned reading. Question types may include multiple-choice, short answer, or essay. All questions will be based on information that can be found in the corresponding chapter.
- Student Support Plans (240 points) (see attached rubric/assignment guidelines)
- Evaluation: Grades determined according to the following scale:
93-100% = A 90-92.99% = A- 87-89.99% = B+ 83-86.99% = B 80-82.99% = B- 77-79.99% = C+ 73-76.99% = C 70-72.99% = C- 60-69.99% = D Below 60% = F
- Class Schedule/Week at a Glance: This schedule is tentative and will be adjusted as needed.
Week Topic Obj. Readings/
IRIS ResourcesAssessment Performance
Assessment
Level1 Overview
Foundations of K-8 Inclusion
Historical foundations of K-8 inclusion2 Chapter 1 Reading Check 1 Exam 1
A, B 2 Younger Children with Exceptionalities in K-8 Settings
-Developmental delay/ disability
-High-incidence disabilities: educational strengths & needs
-Low-incidence disabilities: educational strengths & needs
-Differentiate cultural and language differences from learning difficulties3, 4, 16 Chapter 2 & 3 Reading Check 2 Exam 1
A, B 3 Creating an Inclusive Environment in K-8 Settings
-Describe the members of the comprehensive planning team
-Describe how communication and collaboration can be fostered with families
-Discuss various strategies that educators can use to teach acceptance of individual differences related to disability, culture, language, gender, religion, and socioeconomic status
-Adapting large group instruction for students included in the general education classroom
-Using effective teacher-centered instruction8, 10, 11, 16 Chapters 4, 5, & 9 Student Support Plan Reading Check 3
Exam 2
A, B, C 4 Evidence-Based Practices for K-8 Inclusion
-Differentiated instruction introduction/ components
-Lesson planning
-Co-teaching
-Individual Education Programs (IEP)
-Individual Family Service Plans (IFSP)10, 17 Chapter 8 WEB Assignment IRIS Module: Differentiated Instruction: Maximizing Instruction for All Learners
Student Support Plan Reading Check 4
Module Application Assignment
A, B, C 5 Evidence-Based Practices for K-8 Inclusion: Language Instruction (Tier 1 & 2 Interventions)
-Principles of early learning for language development
-Language comprehension, language expression, language form & syntax, morphology, & semantics
-Precursor to reading
-Explicit language instruction5, 14 Readings provided by instructor (see IRIS Info Brief from Reading Rockets website) Exam 3 A, B 6 Evidence-Based Practices for K-8 Inclusion: Reading Instruction (Tier 1 & 2 Interventions)
-Foundations in research
-Components of reading
-Content-area literacy
-Readability1, 4, 5, 6, 12, 15 In Class Activity: IRIS Case Studies: Early Reading Student Support Plan Reading Check 5
Exam 3
A, B, C 7 Evidence-Based Practices for K-8 Inclusion: Explicit Reading Instruction (Tier 1 & 2 Interventions)
-Word level instruction
-Four processor model
-Phonemic awareness & phonics instruction
-Linguistic units4, 5, 9, 15 In Class Activity IRIS Case Studies: Fluency and Word Identification Student Support Plan Exam 3
A, B, C 8 Evidence-Based Practices for K-8 Inclusion: Explicit Reading Instruction (Tier 1 & 2 Interventions)
-Text-level comprehension
-Linking comprehension instruction to
-Common Core
-Critical relationships
-Vocabulary & comprehension
-Decoding & comprehension
-Reading fluency & dysfluency4, 5, 7, 9, 13, 15 WEB Assignment
IRIS Module: CSR: A Reading Comprehension StrategyStudent Support Plan Module Application Assignment
Exam 3
A, B, C 9 Evidence-Based Practices for K-8 Inclusion (Tier 1 & 2 Interventions)
-Differentiating instruction for students who have difficulty in mathematics
-Explicit instruction in mathematics
-Supporting students in the general education curriculum in mathematics
-Curricular adaptations2, 5, 6, 9, 11, 15 Chapter 11 WEB Assignment
IRIS Module: High-Quality Mathematics InstructionStudent Support Plan Reading Check 6
Module Application Activity
Exam 3
A, B, C 10 Evidence-Based Practices for K-8 Inclusion
-Embedding Common Core standards into instruction
-Identifying spiraling across grade levels
-Differentiating instruction for language arts, science, & social studies (Tier 1 & 2 Interventions)
-Supporting students in the general education curriculum
-Curricular adaptations9, 11, 15 Chapter 10
Readings provided by instructorStudent Support Plan Reading Check 7
Exam 3
A, B, C 11 Evidence-Based Practices for K-8 Inclusion
-Cooperative learning
-Peer tutoring
-Reciprocal teaching
-Project-based learning/ Problem-based learning10 Readings from instructor (see IRIS Info Briefs) Exam 4 A, B 12 Curriculum Modifications and Adaptations for students with disabilities, including those requiring assistive technology
-Instructional & assistive technology11 Chapter 6 Readings from instructor
Reading Check 8 Exam 4
A, B 13 Working with other professionals & paraprofessionals for successful inclusion in K-8 settings 10 Chapter 12 Student Support Plan Reading Check 9
Exam 4
A, B, C Performance Assessment Level: A= concept introduced; B= readings and quizzes; C= performance assessment; D=teaching with feedback
13. Other Resources and Materials
- IRIS Resources
- STAR Legacy Modules
- CSR: A Reading Comprehension Strategy. This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.
- Differentiated Instruction: Maximizing the Learning of All Students. This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It also explores the student traits—readiness level, interest, and learning profile—that influence learning.
- High-Quality Mathematics Instruction: What Teachers Should Know. This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics.
- Case Studies
- Early Reading. This Case Study set offers realistic scenarios that introduce students to reading strategies appropriate for kindergarten and first-grade classrooms.
- Fluency and Word Identification: Grades 3-5. This Case Study Unit identifies strategies that may be implemented when students are having difficulties with word identification and fluency in the upper-elementary grades.
- Information Briefs
- The Development of Phonological Skills plus other articles and podcasts at this website.
- Vocabulary Instruction: Current Practice Alert
- Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All Students
- Grouping Students Who Struggle with Reading
- Helping Elementary Students Read for Information
- Reading Comprehension Strategies for English Language Learners
- Research Spotlight on Peer Tutoring
- Peer-assisted Interventions
- Rewriting History and Nine Other Ways to Adapt Textbooks
- Universal Design for Learning Guidelines
Seat Time: 45 hours (50 minute instructional hours)
Detailed Assignment Guides and Rubrics
IRIS Module—Differentiated Instruction: Maximizing Instruction for All Learners
Complete the module and then answer the five assessment questions (27 points total). To obtain maximum points on each question, the response must be exemplary as described below.
Exemplary | Proficient | Adequate | Unsatisfactory |
---|---|---|---|
Detailed response that provides supporting details and illustrations that goes beyond regurgitation of the module and demonstrates complete understanding of the topic. Professionally written with consistent use of appropriate terminology and no spelling or grammatical mistakes. | Response is sufficient and adequate but is missing minimal information and some details and descriptions. Professionally presented with frequent use of appropriate terminology. Very few grammatical, spelling, or punctuation errors. | Response is satisfactory but is lacking in details and descriptions. Professionally presented with some use of appropriate terminology. Some grammatical, spelling, or punctuation errors. | Not professionally presented with multiple grammatical, spelling or punctuation errors. Response is inadequate and needs a lot of improvement in terms of detail, descriptions, and knowledge and use of best practices. |
- What is differentiated instruction? (2 points)
- Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction. (2 points)
- How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each. (3 points)
- Ms. Hasbro has taught high school Spanish for ten years. She would like to start differentiating instruction and needs to make some changes. (10 points)
- Explain why each of Ms. Hasbro’s classroom practices listed below is not a differentiated practice.
- Describe what Ms. Hasbro can do differently with each of them.
- Delivers instruction primarily by lecturing
- Does not permit students to retake tests they have failed
- Records zeros for missing assignments
- Groups students at the beginning of the year based on the previous year’s achievement test scores
- Gives bonus points for classroom participation
- Gives a test every Friday
- Think back to a class you took in high school. Describe both the class and how the teacher typically conducted it. Describe five elements that you would change to make it more differentiated. (Make sure to include at least one each for content, process, and product.) (10 points)
IRIS Module—CSR: A Reading Comprehension Strategy
Complete the module and then answer the five assessment questions (23 points total). To obtain maximum points on each question, the response must be exemplary as described below.
Exemplary | Proficient | Adequate | Unsatisfactory |
---|---|---|---|
Detailed response that provides supporting details and illustrations that go beyond regurgitation of the module and demonstrates complete understanding of the topic. Professionally written with consistent use of appropriate terminology and no spelling or grammatical mistakes. | Response is sufficient and adequate but is missing minimal information and some details and descriptions. Professionally presented with frequent use of appropriate terminology. Very few grammatical, spelling, or punctuation errors. | Response is satisfactory but is lacking in details and descriptions. Professionally presented with some use of appropriate terminology. Some grammatical, spelling, or punctuation errors. | Not professionally presented with multiple grammatical, spelling or punctuation errors. Response is inadequate and needs a lot of improvement in terms of detail, descriptions, and knowledge and use of best practices. |
- Describe the differences between a good reader and a poor reader. (2 points)
- Name four elements that can be used to teach comprehension. Explain how CSR addresses these four elements. (2 points)
- What are the four reading strategies that make up CSR? Explain each. (4 points)
- Imagine that you are a fifth-grade social studies teacher. Having decided to implement CSR, you have divided your students into groups of five. Of the six roles described in this module, which five would you select for the groups? Explain. (5 points)
- In this module, you learned about two methods of teaching group roles. (10 points)
- Identify and describe both methods.
- Select the method you would use to teach group roles. Explain your preference.
IRIS Module—High-Quality Mathematics Instruction: What Teachers Should Know.
Complete the module and then answer the four assessment questions (20 points total).
Exemplary | Proficient | Adequate | Unsatisfactory |
---|---|---|---|
Detailed response that provides supporting details and illustrations that goes beyond regurgitation of the module and demonstrates complete understanding of the topic. Professionally written with consistent use of appropriate terminology and no spelling or grammatical mistakes. | Response is sufficient and adequate but is missing minimal information and some details and descriptions. Professionally presented with frequent use of appropriate terminology. Very few grammatical, spelling, or punctuation errors. | Response is satisfactory but is lacking in details and descriptions. Professionally presented with some use of appropriate terminology. Some grammatical, spelling, or punctuation errors. | Not professionally presented with multiple grammatical, spelling or punctuation errors. Response is inadequate and needs a lot of improvement in terms of detail, descriptions, and knowledge and use of best practices. |
- Name and describe the components of high-quality mathematics instruction. (4 points)
- Describe the Common Core State Standards for Mathematics. Be sure to include their purpose as well as their strengths. (4 points)
- View the video clip below (in the IRIS Module under Assessment) and identify the evidence-based teaching strategy being implemented. Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught. (4 points)
- Of the effective classroom practices discussed in this module, select two. (8 points)
- Describe their importance for teaching mathematics.
- Discuss how you plan to use those practices in your own classroom.
Field Competency Skill Assessment
Student Support Plan
Each teacher education candidate will design a student support plan for three content areas (reading, mathematics, and a third content area of the candidate’s choice (language arts, science, social studies, etc). Teacher education candidates will be expected to identify a student who is included in the general education K-8 classroom and spend at least 15 hours with the student to complete this assignment. Teacher education candidates will modify a unit for a K-8 student with exceptionalities for the general education class. The purpose of the assignment is to identify the learner goals/objectives and determine the needed supports, accommodations/modifications to the content curriculum for learners to be shared with the general education teacher. Teacher education candidates will have to access curricula in all areas to develop the support plans. Each support plan will include 4 lesson plans designed using at least one Common Core standard for the student’s grade level in each of the content areas (reading, mathematics, and third content area of candidate’s choice) and modified materials.
A detailed project description as well as a rubric and additional materials will be made available during the first week of class.
Pre-referral Planning Form
Student:
Age:
Difficulties and Concerns: (What are the difficulties and concerns associated with the student? What factors appear to be contributing to the difficulties and concerns?)
This section should be in narrative form and at least 3-5 areas of concern should be listed with clear and concise explanations.
Prior Interventions: (What interventions have been tried? How successful have these interventions been?)
All interventions tried by all teachers should be clearly discussed in this section.
Student characteristics: (What are the student’s strengths and challenges? What other student characteristics need consideration in understanding the difficulties and concerns and planning the interventions?)
Be sure to list both strengths as well as any additional challenges that may impact the child’s success in school.
Home, Language, Cultural, and Other Considerations: (What experiential, language, cultural, and other factors should we consider in understanding the difficulties and concerns when designing interventions?)
Be specific in this section. Any information that would be helpful to a professional working with the child should be included.
Goals: (What outcomes do we want for the student? List 5. Be specific.)
These goals should address the concerns that you listed in section 1 of the support plan.
Intervention Plan:
- Instructional Interventions (List five specific interventions needed during instruction. Include who will be responsible for implementation, where and when the interventions will take place, and any additional resources needed.)
- Behavioral/Social Interventions (List three specific behavioral and/or social interventions needed. Include who will be responsible for implementation, where and when the interventions will take place, and any additional resources needed.)
Assessing the Effectiveness of the Interventions: (How will you know if the interventions are working? How will you collect data regarding the success of the interventions? Who is responsible for collecting data? How frequently will you gather and analyze data? Be specific.)
Student Interview
Student Name:
Location (Phone, Email, In-person):
Date and Time of Interview:
What do you feel are your greatest strengths in school?
Are there any areas you feel you struggle with in school? Any particular subjects?
During certain types of activities?
What is your favorite subject?
What are ways that teachers have helped you be successful in school?
Are there any other ways that you feel teachers could help you be successful in school?
Do you have any particular goals that you hope to reach during this school year?
Student Name:
Parent Name(s):
Location (Phone, Email, In-person):
Date and Time of Interview:
What do you feel are your child’s greatest strengths in school?
Are there any areas you feel you child struggles with in school? Any particular subjects? During certain types of activities?
Does your child ever share activities that he/she enjoys at school? What is his/her favorite subject?
Did you feel he/she might have any language or cultural difficulties?
Are you aware if the school has ever implemented any interventions to help your child improve in any areas in which he/she may struggle?
Did you feel those interventions were effective? Why or why not?
Do you have any particular goals that you hope your child reaches during this school year?
Any other additional information you can provide about your child that would be helpful?
Teacher Interview
Use one form for each teacher you have the opportunity to interview.
Student Name:
Teacher Name(s):
Location (Phone, Email, In-person):
Date and Time of Interview:
What do you feel are this student’s greatest strengths in school?
Are there any areas you feel this child struggles with in school? Any particular subjects? During certain types of activities?
Do you have any insight into particular activities or content areas that the student really enjoys?
Did you feel he/she might have any language or cultural difficulties that affect his/her success in school?
Have you ever implemented any interventions to help this student improve on any areas where he/she may struggle?
Did you feel those interventions were effective? Why or why not?
Any other additional information you can provide about this student that would be helpful?
Points Earned | 0-1 | 2-4 | 5-7 | 8-10 |
---|---|---|---|---|
Question Responses | Questions were not answered completely and lacked information provided in the Case Study. | Some questions answered using information from the Case Study. | Most questions answered using information from the Case Study. | All questions thoroughly and completely addressed using information from the Case Study. |
Awareness of Pre-Referral Process | Awareness of the pre-referral process not demonstrated. | Pre-referral process somewhat demonstrated. | Demonstration of the pre-referral process. | Thorough and complete demonstration of the pre-referral process. |
Interventions | No interventions suggested. | Some interventions demonstrate evidence-based practices. | Most interventions demonstrate knowledge of evidence-based practices. | Suggested interventions thoroughly and completely demonstrate knowledge of evidence-based practices. |
Professionalism | 5 or more spelling/ grammatical errors. | 3-4 spelling/ grammatical errors. | 1-2 spelling/ grammatical errors.
Paper is well organized with all required components. |
No spelling or grammatical errors.
Paper is well organized with all required components. |
Rubric Category | Description | Points Possible | Points Earned |
---|---|---|---|
Area of study, Topic & Grade, & Pre-Req Skills | All are clearly stated at the beginning of the lesson. | 5 | |
Objectives | The objectives conform to the following:
|
5 | |
Common Core State Standards | Common Core State Standards are addressed for the lesson and the number and description of the standard(s) are appropriate and accurate for the objective. | 5 | |
Anticipatory Set
Establish purpose Review Pre-req skills Activate prior knowledge |
Incorporates a detailed initial motivation activity that serves to engage and focus the students on the lesson and why the knowledge and/or skills are important to learn. | 5 | |
Teaching Procedure/Presentation
Task Analysis Independent Practice |
The procedure/presentation section is derived from the objectives and includes significant detail of instructional information to include: time frames and sequences detailed, specific detailed teaching notes, detailed activity instructions and directions, questions to be utilized with answers desired, materials utilized at specific stages of activity. | 10 | |
Adaptations | Differentiated instruction addresses the needs of diverse learners (specifically students in special education.) Make sure these are bolded or in italics throughout the lesson where appropriate. | 5 | |
Assessment Description & Instrument | Assessment instrument is described and developed. It is used to evaluate the students’ performance as it relates to the lesson objective(s). | 10 | |
Lesson Plan Materials & Reference List | All materials (handouts, graphic organizers, assessments) are created and attached to lesson plan. | 5 |
- Special Accommodations
Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.Students With Disabilities
- Reserve the right to decide when to self-identify and when to request accommodations.
- Will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations.
- Will present the OSD Accommodation Approval Notice to faculty when requesting accommodations.
- Might be required to communicate with faculty for accommodations, which specifically involve the faculty.
Office for Students with DisabilitiesRequests for approval for reasonable accommodations should be directed to the Office for Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner. The Office for Students with Disabilities is located in ____ Hall, and the phone number is ____.
- Other Course Policies
Course Policies and Expectations- Class Preparation Come to class having read the assigned chapter/readings and having completed the assigned reading check. There will be some class time allowed to discuss questions and to complete activities to practice course objectives. Be prepared to discuss topics and ask questions. It would be inappropriate and unprofessional to come to class without completing these objectives and to copy responses from your classmates. Your interaction and involvement in class is central to learning the content at a mastery level.
- Plagiarism/Academic Dishonesty Plagiarism (submitting as one’s own work or creation, any oral, graphic, or written material as a whole or in part created by another) is a form of academic dishonesty. Students who plagiarize or who misrepresent information when communicating with the course instructor are guilty of academic dishonesty and will receive a failing grade for the course in which they are enrolled. Academic dishonesty may include the sharing of answers on course assessments/assignments such as Module assessment materials, chapter reading checks, and course exams.
- Professional Behavior Individuals enrolled in this course should practice professional behaviors while participating in course activities. Individuals who fail to uphold the standards of professionalism will be counseled by the course instructor as to the problems being demonstrated. Individuals who exhibit habitual problems with professionalism will be asked by the course instructor to withdraw from the course.
- Social Justice This university is committed to social justice. The instructor in this course concurs with the university’s dedication to social justice and expects to maintain a positive learning environment based on open communication and mutual respect.
- Technological Difficulties If students encounter technological difficulties (i.e., the inability to access Desire2Learn or university email accounts), they should contact the university’s Computing Services Help Desk.