Educational Services for Individuals with Exceptionalities Adapted Lesson Plan

The Art of Teaching - Six Principles of Effective Curriculum Design Big Ideas Conspicuous strategies Mediated scaffolding Strategic integration Judicious review Primed background knowledge Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999) Big Ideas Conspicuous strategies Mediated scaffolding Strategic integration Judicious review Primed background knowledge Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999)

Big Ideas Concepts or principles that facilitate the most efficient and broad acquisition of knowledge Focus on essential learning outcomes Capture rich relationships among concepts Enable learners to apply what they learn in varied situations Involve ideas, concepts, principles, and rules central to higher-order learning Form the basis for generalization and expansion Concepts or principles that facilitate the most efficient and broad acquisition of knowledge Focus on essential learning outcomes Capture rich relationships among concepts Enable learners to apply what they learn in varied situations Involve ideas, concepts, principles, and rules central to higher-order learning Form the basis for generalization and expansion

Conspicuous Strategies Useful steps for accomplishing a goal or task Planned Purposeful Explicit Of medium-level application Most important in initial teaching of concept Useful steps for accomplishing a goal or task Planned Purposeful Explicit Of medium-level application Most important in initial teaching of concept

Mediated Scaffolding Instructional guidance provided by teachers, peers, materials, or tasks Varied according to learner needs or experiences Based on task (not more than learner needs) Provided in the form of tasks, content, and materials Removed gradually according to learner proficiency Instructional guidance provided by teachers, peers, materials, or tasks Varied according to learner needs or experiences Based on task (not more than learner needs) Provided in the form of tasks, content, and materials Removed gradually according to learner proficiency

Strategic Integration Integrating knowledge as a means of promoting higher-level cognition Combines cognitive components of information Results in a new and more complex knowledge structure Aligns naturally with information (i.e, is not "forced") Involves meaningful relationships among concepts Links essential big ideas across lessons within a curriculum Integrating knowledge as a means of promoting higher-level cognition Combines cognitive components of information Results in a new and more complex knowledge structure Aligns naturally with information (i.e, is not "forced") Involves meaningful relationships among concepts Links essential big ideas across lessons within a curriculum

Judicious Review Structured opportunities to recall or apply previously taught information Sufficient Distributed over time Cumulative Varied Judicious, not haphazard Structured opportunities to recall or apply previously taught information Sufficient Distributed over time Cumulative Varied Judicious, not haphazard

Primed Background Knowledge Preexisting information that affects new learning Aligns with learner knowledge and expertise Considers strategic and proximal pre- skills Readies learner for successful performance Preexisting information that affects new learning Aligns with learner knowledge and expertise Considers strategic and proximal pre- skills Readies learner for successful performance

Selecting Appropriate Adaptations Determine needs of student Identify learning objectives Selecting priority objectives Introduction of lesson Identify meaningful participation Closure of lesson Evaluating participation and determine proficiency on objectives Determine needs of student Identify learning objectives Selecting priority objectives Introduction of lesson Identify meaningful participation Closure of lesson Evaluating participation and determine proficiency on objectives

Determining Needs of Student Identify student needs Motor and sensory abilities Cognitive abilities Communication abilities Functional life skills Identify student needs Motor and sensory abilities Cognitive abilities Communication abilities Functional life skills

Identify Learning Objectives Review educational history Review current goals and objectives Selecting mutual objectives Adapting lesson components to meet objectives Review educational history Review current goals and objectives Selecting mutual objectives Adapting lesson components to meet objectives

Selecting Priority Objectives What is the primary need area What is the primary outcome of the lesson Match the primary need with the primary outcome What is the primary need area What is the primary outcome of the lesson Match the primary need with the primary outcome

Introduction of Lesson Capture attention of students Generate an genuine interest Review objectives Review materials needed (if any) Review expectations Capture attention of students Generate an genuine interest Review objectives Review materials needed (if any) Review expectations

Identify Meaningful Participation Determine level of participation Ensure at least minimal level of meaningful participation Assure necessity of participation by all Reinforce meaningful participation Determine level of participation Ensure at least minimal level of meaningful participation Assure necessity of participation by all Reinforce meaningful participation

Closure of Lesson Wrap up activity Summarize work completed Reinforce participation Check for understanding Wrap up activity Summarize work completed Reinforce participation Check for understanding

Evaluating Participation Determine proficiency on objectives Reflect on process Determine positive outcomes Consider negative outcomes Determine proficiency on objectives Reflect on process Determine positive outcomes Consider negative outcomes

Lesson Level - Middle school Class - Science Unit - Circulatory system Level - Middle school Class - Science Unit - Circulatory system

Materials None for general plan Red t-shirt for Jeremy None for general plan Red t-shirt for Jeremy

Learning Objectives General Plan Demonstrate scientific process Identify parts of circulatory system Work cooperatively New look at scientific process Enjoy learning science General Plan Demonstrate scientific process Identify parts of circulatory system Work cooperatively New look at scientific process Enjoy learning science

Learning Objectives Jeremy Understand blood is red Understand blood passes through body Integrate sensory needs into classroom Attend to activity for extended period Jeremy Understand blood is red Understand blood passes through body Integrate sensory needs into classroom Attend to activity for extended period

Introduction Describe scientific process of circulatory system Assign students to groups Encourage creative role play of process Describe scientific process of circulatory system Assign students to groups Encourage creative role play of process

Introduction Compare path of circulatory system to map

Procedures Each student is assigned a "character ” Student reads function of "character ” Each student "acts out" function in order Each student is assigned a "character ” Student reads function of "character ” Each student "acts out" function in order

Procedures Assign role of "blood" to Jeremy Jeremy "passes" through system Assign role of "blood" to Jeremy Jeremy "passes" through system

Closure Students are asked to review the process Students write down steps of process Students are asked to review the process Students write down steps of process

Closure Check for understanding of "blood ” Assemble puzzle of circulatory system Encourage Jeremy to share feelings Check for understanding of "blood ” Assemble puzzle of circulatory system Encourage Jeremy to share feelings

Evaluation Understand function of "character"? "Act-out" in proper sequence? Recall steps of process in written format? Understand function of "character"? "Act-out" in proper sequence? Recall steps of process in written format?

Evaluation Did Jeremy participate fully? Was Jeremy tolerant of input? Was Jeremy able to express feelings? Did Jeremy participate fully? Was Jeremy tolerant of input? Was Jeremy able to express feelings?