Task I: UDL
One of the California Common Core Standard for 3rd grade under the writing standards is the ability to “Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure”. This was found on the California Department of Education’s website under this link: https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
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This lesson plan relates to the California Common Core State Standard stated above by providing a graphic organizer to help students organize things such as setting, characters and situations before they write. This lesson plan causes them to think creatively based on a still picture and create an active narrative from that. The assessment of this lesson plan would be to write the narrative essay that will be assessed by the teacher in order to ensure the children are meeting the standard. The principles and guidelines of UDL can make this lesson plan more adaptable for my case study student, Darius Breckenridge.
First of all the first guildine of UDL is to provide multiple means of representation. One principal under this guideline is to provide options for language, mathematical expressions and symbols. Since this is Darius’s first year in a general education classroom, he might not be exposed to certain terminology, such as main character, setting, solution, etc. These words may be substituted out by asking Darius to “describe the person the story is about” or “tell me where that person is” then vocabulary for these can be applied once Darius begins to understand the basic concepts. This will allow him to participate in creating a narrative without getting stuck on new …show more content…
words. The second guideline of UDL is to provide multiple means of action and expression.
One principal of this is to provide options for expression and communication. This lesson plan does a good job of this already by allowing students to think-pair-share then to say the answer aloud to the teacher in a group class setting, as well as allowing students to create a narrative using the graphic organizer on their own. However, Darius “becomes anxious during group activities, has trouble waiting for his turn”, therefore the group classroom discussion and think-pair-share part of these activities may prove challenging for Darius. Therefore the teacher should allow him the option to do this same activity one on one with her before allowing him to do it on his own to eliminate the group setting.
The third guideline of UDL is to provide multiple means of engagement. One principle of this is to provide options for recruiting interest. By allowing Darius some choice, he might become more engaged in the assignment. As the lesson plan suggests, students may be allowed to bring their own pictures from home for this assignment. If Darius is able to choose a picture he is interested in, then he may be able to persist through challenges more due to his interest in the
subject. Information on UDL was used from this link: http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2.pdf Task II: RTI In the case of Darius Breckenridge, an RTI model would be able to help vastly improve some of the academic and behavioral issue that Darius faces. While he has a very high performance IQ and full scale IQ, his verbal IQ is below average. This low verbal IQ is apparent in his choppy language and effects his social relationships with his peers. The low verbal IQ can also lead to issues with reading, listening, converting and even writing, which can make it hard for Darius to participate in group work, class discussions and to interact with his peers. Through response to intervention we can ensure his language improves and that he does not fall behind grade level. Darius also displays problem behaviors, such as his injurious behaviors, his calling out of questions and answers, and his anxiety during group work. These behaviors can also be improved through RTI. Through improvement of his academic issues, particularly his speech, and through improvement of problem behaviors, Darius’s social issues may also improve. To identify areas where arius and his classmates may be falling behind, we plan to implement universal screenings, 3 times a year beginning at the start of the school year. These assessments may involve reading, writing, language and communication, since these are areas Darius may struggle with due to his verbal IQ. We would adapt instruction and curriculum by using tier 1 interventions to ensure all students are receiving quality instruction. Quality instruction is based on research validated practices in order to ensure students are not falling behind due to lack of proper instruction. Darius’s may also benefit from additional time working with his teacher and through scaffolding, in which the teacher offers support for a task that is a bit challenging for Darius, however he is still able to do with support. In order to monitor progress we will use curriculum based measurement, which includes a weekly short test where progress is monitored and graphed to track progress. This way we will get a weekly update on how Darius and other students are improving. If tier 1 interventions do not work, Darius may need to progress to a tier 2 and tier 3 interventions, such as seeing a speech pathologist during school hours for a different amount of time based on the intervention level. We will also use behavioral supports in tandem with academic supports to correct problem behaviors. Darius may benefit from sitting closer to the teacher to allow for additional support and scaffolding. In order to correct some of the problem behaviors that Darius exhibtits, we would use a very similar method as we did above when working on academic issues. Behavioral issues are typically assessed by the school wide climate and by providing universal supports. However, since Darius’s problem behaviors are so individualized, he may benefit from having individual assessment on his behavior with frequent progress monitoring of things like him calling out, his anxiety in a group setting and injurious behaviors. While these behaviors may be benefited from quality instruction, Darius may need tier 2 or tier 3 interventions, such as a ABA therapist, the school psychologist, etc. As a tier 1 intervention Darius should be provided instruction on behavioral expectations, given example of desired behavior and be given the opportunity to practice that behavior. Progress monitoring may occur by observing how often these problem behaviors occur each week and then charting them to view progress and adjust methods of dealing with these behaviors. Positive feedback for good behaviors should be used by creating an acknowledgment system such as a star chart or ticket system. Again, Darius may benefit from sitting close to the teacher in order for the teacher to monitor progress and correct behavior. As a result of these expectations we should expect Darius’s language to improve in order for him to be able to communicate easier and for his problem behaviors to decrease allowing him to participate more in the classroom in both group work and class discussions. I think that through improvement in his language and behavior, Darius will be able to interact more easily with his peers and therefore his social issues will also be improved. The effectiveness of our interventions and the modification of our instruction methods can be evaluated through these constant weekly monitoring based on curriculum based measures. The students can continue to be universally assessed in order to see who is falling behind and who is improving. These universal assessments can allow Darius’s progress to be evaluated to see if the interventions are working. If the interventions are working, then RTI should be continued yearly in order to keep Darius, as well as all students, on track for their grade level in all academic, behavioral and social areas. If these interventions do not work then us staff need to look critically on what went wrong and how we can improve our instruction. If tier 1 to tier 3 level interventions do not work for Darius, then RTI recommends Darius be evaluated for special education services. Since Darius has just left the special education classroom, the goal is for him to stay in the general education classroom and hope for improvement with tier 1 to tier 3 interventions. The resources used to complete this task are: https://iris.peabody.vanderbilt.edu/module/gpm/ https://iris.peabody.vanderbilt.edu/module/rpm/ http://www.rtinetwork.org/
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
The essay will concern information pertaining to narrative text. First the essay will discuss the definition of narrative literature. Second, the essay will consist of the advantages of narrative literature. Third, the disadvantages of narrative literature will also be discussed. Fourth, the essay will consist of five possible uses of narrative text in middle school language arts.
The visual learners prefer to use pictures, images, maps, colors, and spatial intelligence, which assist them to arrange their information, interact with others and give them a great sense of direction. They are great at accumulating information, curious and inquisitive due to the fact that without adequate information, the portrait of what they are learning will be imperfect. They are also enthusiastic about theory and facts; system diagram helps them to visualize the connection between parts of a system; story method assists them to learn by heart the content that cannot be seen easily. (Garner, 2012)
Part II-----The classroom setting and arrangement was a little different specifically for my social studies students. Our classroom is a computer lab so every student had his or her own computer. It is a little different then the normal classroom setting, they are used for the core classes. There are some positive and negatives for this setting. Some positives are students are able to use the computer for every single assignment and have the help of technology at every step. Technology was helpful because students could use spell check for incorrect words, it could be used many times for Google translate. There are many different websites that can read the text for you. Some of the negatives is they do not have the benefit of sitting in a group and collaborating in talking in the way I would want them to. When grouping students for collaborative discussions and assignments I am required that we group
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
Writing can be a very difficult process for those who do not know how to go about constructing
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
“The universal design for learning involves the conscious and deliberate planning of lessons and outcomes that allow all students access to and participation in the same curricula.” (Ashman & Elkins, 2008, p. 248) When curricula, instruction and assessment are designed using UDL students are offered various approaches of; presentation, expression, and engagement (who, what and why of learning). Using the UDL teachers must allow students to present information and content in different ways, differentiate the ways that students can express what they know, and stimulate interest, engagement and motivation for learning. (Ashman & Elkins, 2...
Students gradually assume responsibility for comprehension, interpretation, and understanding of the text through the process of selecting words and producing multimodal representations as a group, guided by the roles assigned to them. Thus, a DST provides a social context in which students utilize multimodal tools to construct personal interpretations of the text and externalize their interpretations through collaborative activity.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
teacher encourages the students to use the think pair share method to discuss what they
My goal as a teacher is to improve my student’s education and help them grow knowledgably. I like to see students at different levels develop with each other and learn. I want to challenge the students and watch them grow to their highest level of education. Therefore, having the students in groups is the best educational strategy I like to use a lot. I want my students to have freedom with whatever creativity they want, and to allow them to express themselves at any time. With this freedom students will be able to experiment with likes and dislikes and be able to figure their weaknesses and strengths. Education is for everyone and it’s a right by low for all; teachers, on the other hand, should do their jobs very honestly and effectively.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of