Kristen Chaffins5-14-14

CI350 ASSURE Method

A nalyze Learners

General Characteristics: The lesson that will be conducted will be taught to fifteen Russian children between the ages 10 and 19. The children have just recently come to the US and have mildly to severe vision impairments. The children speak some English and will benefit by hearing easy-to-understand words and phrases, as well as simple sentences. There are more boys than girls with a ratio of 8 boys to 7 girls. The class is based toward students with average learning capabilities. The Russian culture varies from US culture and this will also be taken into consideration.

Entry Competencies: The children in the class are able to:

Use tablets by telling it what to search or analyze, and it will speak back to the children with the answer.

Understand simple sentences and words in the English language Read with braille Communicate with others in both English and Russian

Learning Styles: Students are unable to read everyday textbooks and therefore must be provided textbooks that use braille. They can also become restless by just listening to a teacher speak, so many times songs can be very useful. Students work well with each other and communicate well, therefore group projects can be very beneficial. Most of the students are abstract sequential learners. Students who are blind many times benefit from other senses, such as taste, sound and touch. These will be incorporated into the lesson as well.

S tate Objectives

The objectives of the instructional lesson of the Fourth of July: The students will name events leading up to the first Fourth of July by discussing

and listening to an instructional podcast with 95% accuracy by the end of the first instructional day.

The students will generate three different activities people in the United States participate in on the Fourth of July (i.e. cookouts, fireworks, bonfires, block parties, swimming, etc.) by working in five groups to create a song that describes each activity. This activity will be completed by the end of the third instructional day with 95% accuracy and will be demonstrated in front of the other students.

S elect Methods, Media and Material

Kristen Chaffins5-14-14

CI350 ASSURE MethodThe teacher will first decide which method is best to go with in teaching the lesson, and will then decide what media is best used based upon the availability to me. The method used will be a discussion of the topics and information the students will need to complete their activity. The will use an instructional podcast that allows the students to hear the material without having to spend the time reading through it in braille. The podcast will be in Russian, since that is their first language, and the teacher will follow along using subtitles. The sound system used is provided in the classroom. The teacher will previously listen to the podcast in English so they completely understand the material. Hands on materials will also be used. Some examples of this could be the sound of pom-poms rubbing together to demonstrate the sound of fireworks.

U tilize Media and Materials

Preview Materials: Before the students listen to the podcast, the teacher will preview the content of the podcast making sure the words are easily understood by the students. The teacher will also expand upon some topics of the podcast and will use outside resources to do this.

Prepare the Materials: In preparation, the teacher will have the podcast ready to go when the time comes in the lesson to play it. This will eliminate the students getting restless during the time it would take for the teacher to get the podcast ready. There will also be individual headsets ready for any students that are still having a difficult time hearing that can be hooked into individual tablets that are connected to the main sound system that is playing the podcast. The teacher will also speak loudly and clearly to help the students understand.  Prepare the Environment: The classroom will be set up in a way that is easy for the children to maneuver around. There will not be large objects set in the middle of isles to keep ease of access to every student, no matter their eyesight.  Prepare the Learners: The teacher will prepare the learners by giving them an overview of the Fourth of July holiday and why it is celebrated in the US. The teacher will then discuss the final project and discuss how the learning objectives fit with the activity in order to prepare the students for their songs. Each group is given a tablet to use during the activity, as well as an aid/translator to keep their anxiety at a minimum.  Provide the Learning Experience: The teacher will act as a facilitator and will help the students discuss the information given during the podcast, as well as discussing possible activities people do on the Fourth of July.

R equire Learner Participation

Kristen Chaffins5-14-14

CI350 ASSURE MethodStudents will be encouraged to ask questions and interject input during the discussion prior to the activity. After the initial discussion, students will first work in their five groups of three to determine which activities they will use in their song. Since there are three days given for the assignment, day two will consist of the groups exchanging feedback to other groups after listening to one another’s songs. The teacher will also sit down with each group to provide feedback. The groups will then be allowed more time to work together to improve their songs. Individually, students will look up information (via their tablets) to contribute to their groups overall assignment. A rubric will be given to each group by the teacher, in auditory form, so the feedback will be positive and informative and they will know what to expect when evaluated. Students will also do hands-on activities to better understand these activities. When dealing with fireworks, the students may incorporate a touch with a certain color, as well as different sounds and feelings with the fireworks. This will allow the students to understand the act of watching fireworks.

E valuate and Revise

Assessment of Learner Achievement: The following point values will be used to evaluate the students’ knowledge of the Fourth of July:

Individual Participation in Class Discussion: Did you actively participate in whole class discussion? Were you able to discuss the events leading up to the Fourth of July? Did you actively participate in working within your small group? Did you contribute to the overall success of your group? (10 points)

Group Lyrics/Content: Do you understand the material in a way that makes sense to others? Did you clearly get all of your points across? Did you speak in a manner that others were able to understand? (10 points)

Group Presentation: Did you actively participate in the final presentation of the song to the class? (5 points)

Organization: Do you topics flow together? Were you prepared? Did you properly rehearse before the final presentation? (5 points)

**Each student will be evaluated on a 30 point scale.

Evaluation of Methods and Media: The students will evaluate the use of tablets to provide the information used. The teacher will also ask the students to give feedback on the overall use of podcasts and tablets, as well as what they liked and disliked about the structure of the information given.

Evaluation of Overall Methods: The students will evaluate their activities in order to give feedback to the teacher on what worked, as well as what didn’t. This will allow the teacher to improve and revise the lesson plan to improve further ways of getting information across to the students. The teacher will also analyze the evaluation of the students work to see if the project was effective in allowing the students to express what they learned in a fun way. This will also allow the teacher to look back and see if all of the objectives originally stated were met. Any aspects of the lesson that did not seem to benefit the students will be removed, and other options will be explored.

Kristen Chaffins5-14-14

CI350 ASSURE Method