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Client: World History Teacher Subject Matter Expert: SPED Resource Teacher Brief Overview: Ninth grade collaborative classes incorporate special education.

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Presentation on theme: "Client: World History Teacher Subject Matter Expert: SPED Resource Teacher Brief Overview: Ninth grade collaborative classes incorporate special education."— Presentation transcript:

1 Client: World History Teacher Subject Matter Expert: SPED Resource Teacher Brief Overview: Ninth grade collaborative classes incorporate special education (SPED) students into the regular classroom. Teachers hope to maintain a learning environment that satisfies all levels of learning – incorporating content, socialization, motivation, and organization. However, the current method of notebook organization falls short of expectations. For all students, but especially for students with disabilities, organization is a necessary life skill. Therefore, the implementation of a new notebook system will better facilitate and engage the needs of all learning levels, especially SPED students thereby increasing confidence and success levels.

2 Learner Ability Chart* (Dick, Carey, and Carey) Item SPED Students, all who struggle with organization Average Students with organizational difficulties Average Students without organizational difficulties Total number of students 12 total students: Ed – 4; LD – 8 (divided into 2 classes) 28 Average students (divided into 2 classes) Handwriting skills 1 at preschool level, Majority at 2 nd – 3rd grade levels, A few at 5 th – 6 th grade levels Majority at 5 th – 6 th grade levels Grade level or above Educational and ability levels Majority 2 nd – 3 rd grade levels 8 th – 9 th grade levels9 th grade and higher * This is just a partial list of the learners ability. For this analysis, the Dick, Carey, and Carey approach is implemented (2011, Brown & Green, pp. 78-9), along with significant points relative to this study.

3 Based on the procedural analysis of the Morrison, Ross, and Kemp model to solve the three specific problems (2011, Brown & Green, p. 60,58).

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5 Derived from Magers flowchart model (2011, Brown & Green, pp. 78-9), The actual solution follows Gagnes 9 Events of Instruction (2011, Brown & Green, pp ). Can a simpler system be designed? Yes Implement technology to reduce paper trail, Senteo & mobile phones Implement training for students, Simulation, Hands-on practice, PowerPoint Notebook skills improve Make alterations to notebook organization structure and grading. Notebooks organized and graded by unit.

6 Goal:Students will apply a simpler system for world history notebooks. Objectives: o Students will organize notebooks into 3 units per nine week grading period without help. o Students will divide notebooks into 2 sections including notes and handouts without help. o Students will differentiate world history papers from other class notes, by keeping only world history papers in their notebook. o Students will review notebook training periodically as needed for maintaining notebook organization on their own or with teacher instruction. The goals and objectives follow the model of Smaldino, Lowther, and Russell (2011, Brown & Green, p. 92).

7 Analysis : Learner, task, and needs, including peformance gap, goal & objectives. 30 days Design: Proposing a solution 15 days Develop: Creating, testing, adapting 15 days Implementation: minutes, with 5 minute follow-ups Evaluation: 9 week unit, 3 weeks for feedback In progress Brown, Abbie, & Green, Timothy D. (2011). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Boston: Pearson.


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