2. Section 2: Section 1: Planning &Preparing forImplementing
Instruction Effective Lesson Plans Section 3:Section
4:InstructionalEvaluatingStrategies forStudentAll Students Progress
Section 5: Defining a Standards- Based Classroom 3. Step 1: Review
the IndividualizedEducation Program (IEP) Step 2: Select
InstructionalMaterials Step 3: Creating a Class Schedule 4. Review
each students IEP andcomplete the following tasksbefore planning
and implementinghis or her instructional plan: Identify specific
academic skillsand course standards to be taught Identify specific
methods andmaterials to be used in theinstructional process
Identify specific methods andmaterials to be used to
monitorprogress and evaluate each goaland objective Review the
initiation andcompletion dates of all goals andobjectives Identify
specific provider(s) for allacademic areas in which the 5. Utilize
the following planwhen selecting instructionalmaterials: Identify
the curriculum areas inwhich materials are needed. Rank the areas
from highest tolowest in priority. List affordable materials
thatare designed to teach in theselected skill area(s). Obtain the
materials andevaluate them so that adecision can be maderegarding
to a purchase. 6. The class schedule should flow with the schools
masterschedule,is conducive to schedules of inclusive students, and
allowsfor teacher planning.Consider the following when planning
yourschedule: LevelElementarySecondary Level Analyze the days
events Homeroom Plan opening exercises Academic instruction (class
Schedule academicperiods)instruction Lunch Plan closing exercises
Exploratory or elective class Transition program Planning
Advisement 7. Instructional Planning Guide: Plan lessons at least
two weeks in advance. Set aside time each day to plan dont try to
do all your planning in oneday. Collaborate and plan with the
primary teacher in inclusive settings. Review the objectives or
standards for each lesson to be taught. Develop essential questions
and enduring understandings for each lessonor unit. Post essential
questions and enduring understandings in highly visiblelocation.
Select supporting materials to reinforce lesson objectives or
standardsbeing taught. Make copies of all reinforcement materials
in advance. Prepare a weekly syllabus or homework calendar for
students. Inform students in advance of all test dates. 8. Preview
Lesson: Introduce lesson or skill using essential questions and
enduringunderstandings. Administer a diagnostic assessment or
require students to complete aKWL chart if beginning a unit. Review
previous lesson (linking prior knowledge). Pre-teach lesson
vocabulary.Lesson Content: Demonstrate skill and/or standard;
explain & discuss with students. Provide opportunity for guided
practice, independent practice, and forstudents to demonstrate
skill. Administer formative assessment, check on learning Reteach
problem areas and determine next steps.Lesson Conclusion: Summarize
lesson/review enduring understandings. Answer essential questions.
Administer summative assessment, determine skills or standards 9.
Strategies:1. Differentiated Instruction2. Teacher-Directed
Instruction3. Student-Centered Learning4. Graphic Organizers5.
Summarizing Learning 10. Strategy 1: DifferentiatedInstruction
consider suchThe teacher should differences as the students:Four
Ways to Learning styles, skill levels, and Differentiate
Instruction: rates1. Differentiating the Learning
difficultiescontent/topic Language proficiency 2. Differentiating
the Background experiences and process/activities knowledge3.
Differentiating the product Interests4. Differentiating
bymanipulating the Motivationenvironment or through Ability to
attend accommodating individual Social and emotionallearning styles
development Various intelligences Levels of abstraction Physical
needs 11. Strategy 2: Teacher-Directed Instruction In
ateacher-directed classroom, the teacherplans, shapes and guides
the learning process. Heor she analyzes course standards and
prepares asequence of instructional strategies to helpstudents
acquire the knowledge and skills to meetthose standards (Tanner,
Bottoms, &Bearman, 2001 as cited in Shelton &Pollingue,
2009).Strategy 3: Student-Centered Learning Basedon the belief that
active involvement by studentsincreases learning and motivation.
Good student-centered learning values the students role inacquiring
knowledge and understanding(Tanner, Bottoms, & Bearman, 2001 as
cited in 12. Graphic organizers can be defined as the following:1.
They help students comprehend information through visual
representations of concepts, ideas, and relationships. They provide
the structure for short- and long-term memory.2. They turn abstract
concepts into concrete visual representations.3. Understanding text
structure is critical to reading comprehension. If students have a
guide to the text structure, their comprehension is considerably
higher than when they rely only on reading and memorization.4. The
most important question a teacher can answer is: How do I want
students to think about my content? Then, the teacher selects a
graphic organizer that facilitates that type of thinking. (Thompson
& Thompson, 2003 as cited in Shelton & Pollingue, 2009) 13.
Having students summarize is important to the learning processfor
the following reasons:1. Summarizing is perhaps the key thinking
skill for learning.2. Summarizing is a learning strategy, not a
teaching strategy. Learners must summarize themselves for the
learning to construct meaning.3. When summarizing, students create
a schema for the information and remember it better and longer.4.
Teachers find out what students have internalized, understood, and
remembered.5. When students summarize, their confusions,
misconceptions, or misunderstandings surface, and teachers can then
adapt future teaching accordingly. It is key to knowing when and on
what to reteach.6. Student summarizing should be distributed
through a lesson, not just at the end. (Thompson & Thompson,
2003 as cited in Shelton & Pollingue, 2009) 14. Formative
assessments: given to students in order to determinetheir levels of
understanding of the concepts being taught, andthe results provide
the teacher with insight into any instructionaladjustments that
need to be made.Summative assessments: used to determine whether
thestudents have successfully learned what was
taught.Performance-based assessments: require students
todemonstrate their knowledge of acquired skills; a type
offormative assessment.Examples of performance assessments:
Open-ended or constructed response items Performance-based items or
events Projects or experiments Portfolios 15. Teachers must rethink
their instructional formatsand create classrooms that are
standards-basedready: A classroom where teacher and students have a
clear understanding of the expectations(standards). They know what
they areteaching/learning each day (standards), why the days
learning is an important thing to know orknow how to do
(relevance), and how to do it(process). Standards-based learning is
a process, not an event (Georgia Department ofEducation as cited in
Shelton & Pollingue, 2009). 16. Shelton, C. F. , &
Pollingue, A. B. (2009). The exceptionalteachers handbook: The
first-year special educationteachers guide to success. Thousand
Oaks, CA: Corwin.Photo Credits:Page 2:
http://searchandsocialschool.com/special-education-teacher-roles.
