Curricula and Methods Reflection Kevin Bennett It seems as if everyone has their own opinion on what schools ought

to be teaching, but so much more thought goes into the curricula of a school than simply the topic of a lesson. Teachers have to consider all students when planning a lesson, not simply those they are sure will understand it the first time, and must therefore differentiate their instruction. Teachers also need to ensure each student is engaged in instruction. Only then, can teachers begin to be concerned actually with what they are going to teach. Teachers will have students of a wide variety, with a wide range of needs. Every student is guaranteed the right to an appropriate public education, which means teachers must work to deliver a lesson that targets each students needs. Although not every student receives a formal Individual Education Plan, teachers will still have students with various learning disabilities of differing severities, as well as gifted students with advanced needs that they need to unofficially accommodate for in the room. This can be done by researching and building in some flexibility in each lesson to either cut down on or add complexity as needed. To no ones surprise, students do not want to be in the classroom learning about every subject 100% of the time. It falls to the classroom teacher to get these students engaged and keep them interested in the lesson. There are many tips and tricks available to use, however the main idea is for teachers to learn what their students want (be it some time outside on the playground theyve been staring at through the window for the past half hour, or to lay their head down and sleep) and then to offer that to them (if possible) when they have completed an agreed upon lesson. Teachers have a lot to think about besides considering what their lessons will cover. However, when they are ready to plan what they are teaching, they need to be sure they are up to date on whichever curricula is currently in place, as they tend to change quite frequently. Teachers need to keep whatever topic they are covering relevant to the life of the student. Even if the topic is one that is interesting for the student, they are not likely to care as much if the material and presentation is done with a student 20 or 30 years ago in mind. Students lives have changed drastically, and teaching methods need to keep up.

Context for Learning

First Name: Christian Age: 18 Gender: Male Grade Level: 12 Primary Language: English List any type of augmentative or alternative communication used by learner. Christian uses no augmentative or alternative communication. ______________________________________________________________________ Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following: Type of setting: Christian is a student at an exclusion facility for students with emotional and behavioral disabilities. Christian is in a high school unit of approximately 50 students, all being taught under the Ohio Core Curriculum Your role in the focused learners instructional program: I am a classroom assistant in the program The schedule for instructional time with the focus learner for the learning segment focus: I spent three fifteen minute sessions with Christian over the course of a 9-week quarter to work on the skills in this project The primary language of instruction if other than English: N/A

Describe any district, school or cooperating teacher requirements that might affect your planning or instructional delivery. (e.g., prescribed reading curriculum). The school has a limited space for working individually with students and limited time the student is permitted to be out of the room to work on goals individually. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication. I used the Words their Way (5th edition) text for ideas on literacy lessons and activities Bear et al. (2012) Words their way: Word study for phonics, vocabulary, and spelling instruction 5th edition. Upper Saddle River, NJ: Pearson Education

Focus Learners Information

Identify the two learning targets selected for the learning segment. 1. Mathematics- Measurement and surface area 2. Literacy- Comprehension Describe the focus learners exceptionality (strengths and challenges) and its potential impact on instruction for the learning targets. Christian has a diagnosis of Aspergers syndrome, which provides challenges to literacy. Christian has trouble empathizing with people, therefore has some difficulty in comprehending and analyzing story events. However, Christians diagnosis also has an aspect of obsessing on details, which could lend assistance to attempts to measure objects accurately. List the goals and benchmarks in each focus learners individual education plan relevant to achieving the learning targets. 1. Christian will measure objects with appropriate units to find the surface area with 85% accuracy. 2. Christian will answer questions displaying explicit and implicit reading comprehension with 85% accuracy.

For each focus learner, list any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning targets. Christian is permitted additional time when needed for assignments and is permitted to use a calculator in mathematics. Describe any behavior management plans. Christian is in a classroom that follows a token economy system and that tracks his behavior each class period (approx 45 minutes). When Christian does not exhibit certain undesired behaviors, he is rewarded with points to cash in later for a reinforcer of his choice.

Baseline Data 1. Mathematics: Measurement a. I asked Christian to find the surface area of a table. He was able to measure the side of a table accurately with units, but he was unsure of what to do after that. b. From this, I am making a lesson to have Christian practice the steps of finding surface area of various objects by measuring the length and width then multiplying what he has found. 2. Reading Comprehension a. I gave Christian a spelling inventory to find his approximate reading level, then gave him a reading fluency and comprehension inventory. Christian read at only 84 words per minute, which is low, and only answered questions at a 60% accuracy. b. From this, I am making lessons to have Christian improve his vocabulary to help improve fluency and understanding to accompany his language arts instruction. Learning Segments 1. Mathematics Lesson a. Christian had to measure the desks and tables of various sizes then find surface area b. I used scaffolding and visual prompts to assist him i. I modeled the task, did it with him, then let him perform the task independently ii. He had a reminder of the steps of finding surface area on the board nearby to look at whenever he needed help with his next step 2. Reading Vocabulary a. Christian worked with manipulating and creating vocabulary terms on his reading level and the level above to assist in his reading fluency and comprehension 3. Reading Comprehension a. Christian worked on identifying main ideas in a reading passage with a highlighter focusing on answering who, what, where, when, and why Communication demands Christian will need to understand vocabulary at his grade level to increase his fluency and comprehension of grade level texts.

Lesson Plan 1. Mathematics: Measurement and Surface Area a. Standard: b. Materials: Meter stick, metric ruler, paper, calculator c. Procedure: i. Tell Christian that to find surface area, he must measure the length and the width of an object, then multiply the measurements together. ii. Write these steps on the board to give him a visual reminder iii. Measure the teachers desk with the meter stick and write each measurement on the board. Then tell him the next step is to multiply the length and width. Use a calculator to find the answer. iv. Christian will then practice with the teacher. Teacher gives Christian directions as he measures then multiplies. v. Finally, Christian will measure and multiply student desks independently with the teacher there to assist if needed, writing down his answers and measurements. d. Assessment: i. Christian will write down each of the surface areas of student desks to show if he has performed the task with accuracy. e. Generalization: i. Christian could complete a worksheet using measurements taken from other objects to compute their surface area, such as the paint needed for a wall, or a house diagram. f. Strategies: i. Scaffolding, visual prompts 2. Reading Vocabulary a. Standard: b. Materials: Paper, Dictionary, internet capable computer c. Procedure: i. Tell Christian you will be working on vocabulary by exploring root words ii. Christian will find brainstorm words made from Latin and Greek root words at his grade level to help in his fluency and understanding of technical text. iii. Ask Christian to set himself a goal, offering a reward if he exceeds his goal iv. Christian will use the internet, dictionary, and any other source to come up with as many words made from a root in 5 minutes.

v. He will repeat the process to find the max number of words he can from different roots vi. If he exceeds his goal, he gets the reward d. Assessment: i. Christian will read his list of brainstormed words to the teacher who will check if they are truly from the root word. e. Generalization: i. Christian could use or find sentences that use the root words in addition to finding new words f. Strategies: i. Self management, offering choice in student assignment length 3. Reading Comprehension a. Standard: b. Materials: Graded reading passages, highlighter c. Procedure: i. Christian will read through various passages with teacher ii. As he is reading, Christian will highlight sentences that answer the question of Who the story is about, What the character is doing, When the story is happening, Where the story is happening, and Why the character does this. d. Assessment: i. Christian will show that he has answered each of the W questions in the story with what he has highlighted. e. Generalization: i. Christian could read newspaper articles, or write some himself looking for or answering detail sentences that inform him of the topic of a passage f. Strategies: i. Chunking a passage into parts, using colors to identify details

Baseline Assessment Tool: Qualitative Reading Inventory-4

Supporting Learning
Respond to prompts 4ae below. As needed, refer to the instructional materials you have included to support your explanations. Your explanation should address both learning targets for your focus learner. Use principles from research and theory to support your explanations, that is, explain why your plans will support learning for each focus learner and describe how they provide challenge that is appropriate for each learner. a. Explain how the following guided your choice of the lesson objectives, learning tasks, materials, and supports, including any adaptations, modifications, or accommodations.

The student has had many years of standard school curricula, but was struggling some in comprehension and in following multistep math problems /cultural/community assets The learner has a lot of interest in science related reading texts, which influenced my choice of vocabulary development and comprehension texts. If you selected an objective that addresses a support skill not reflected in the individual education plan, justify why it is appropriate for the focus learner(s) at this time. b. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner(s), given the learning needs. N/A c. Explain how your choices provide each focus learner with the appropriate level of support and challenge needed to access and engage with the curriculum and instruction. Support- Teacher is present during each lesson. Visual prompts for directions. Modeling and scaffolding in new or difficult tasks. Challenge- Learning new task, setting himself a challenge in vocabulary

d. Explain how the plans for instruction are sequenced in the learning segment to build connections between each focus learners prior learning and experiences and new learning. Math- Christian is familiar with the classroom and already familiar with meter stick and calculator. He is applying this background knowledge to find surface areas. Literacy- Christian is a little familiar with the Latin and Greek root words that are the next step in his vocabulary development, and has interest in e. Explain how, throughout the learning segment, you will help the focus learner(s) to generalize, maintain, or self-manage the knowledge, skills, and supports, as appropriate. I will use visuals whenever able to help him refocus. I will give him reminders to check his work for accuracy. I will talk with him to discuss how he could use comprehension skills in the real world. Knowledge of Focus Learner to Inform Teaching of the Lesson Segment

For each of the categories listed below (3ad), describe what you know about each focus learner as related to the lesson objectives of the learning segment in relation to BOTH of their learning targets. What does each learner know? What can each learner do? And, what is s/he learning to do? a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives. When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. Learner can already use tools to perform necessary math skills (calculator, meter stick) Learner can already read at grade level, use computer, highlighter. However, he needs to improve comprehension of what he has read

b. Social and emotional development (e.g., impulse control, ability to interact and express themselves and their feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness). When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. Learner needs to work on finding meaning in a reading passage for comprehension. He is currently only accurately identifying meaning in 60% of comprehension questions. c. Personal, family, community, and cultural assets (e.g., each focus learners interests and strengths, relevant lived experiences, and self-management skills; family supports or resources; cultural expectations; community supports or resources)

The learner can be very inquisitive in areas he is interested in and show great focus. The learner is exposed to a great deal of science related material in his choice of television and other entertainment. But needs to continue working on his individual comprehension level.

d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or language/communication). When relevant to lesson objectives, refer to baseline data obtained prior to the learning segment.

Monitoring Learning
Explain how the assessments and the daily assessment record for each focus learner will provide evidence of

Progress toward the lesson objectives Generalization and maintenance, or self-directed use of learned skills Learner will perform math and reading task under teacher guidance, and gradually work to being independent in these tasks. Learner will gain rewards for performing tasks accurately. The quality of reward depends on how independent the learner was able to do the task. The learner chooses

a reward (such as some free time on a computer, or going outside for lunch) and a 2 nd place reward (such as sitting with another class for recess) to earn if doing the task completely independently or if they need a couple of helps. The conditions under which each focus learner was or was not successful The learner was successful when offered a reward, and more eager to complete a task.

Task 3 Mathematics: Christian was able to do the task with teacher assistance, and appeared to have the concept mastered when doing the task independently. However, he did not correctly measure each object required, making his computations erroneous. He seems strong in his ability to do math with a calculator, however he needs to continue to work on correctly measuring with appropriate units Reading Comprehension: Christian improved his comprehension score by 10% from the beginning of the semester until the ending test date. He began with a 60% in comprehension questions, and ended scoring 70%. This is still below his goal, but this score is the Instructional level for his grade. There was no significant increase in his fluency rate. He seems to be getting stronger in his reading comprehension, but needs to continue to work in this area to improve to his 80% goal.

Assessment Commentary
Write the Assessment Commentary (no more than 8 single-spaced pages, including prompts) by providing your response to each of the prompts below. 1. Analyzing Focus Learner(s) Performance a. Identify the lesson objectives from the learning segment measured by each daily assessment record. Did Learner correctly use units to measure? Did learner correctly calculate surface area? Did learner use vocabulary appropriately? Did learner comprehend passage by identifying main ideas? b. Describe any changes in the assessments, daily assessment records, and/or lesson objectives from what was described in the lesson plans, and explain why changes were made. n/a c. Summarize each focus learners progress toward the lesson objectives. This summary can be presented in a chart or described in several paragraphs. Math Learner made progress in understanding the process of finding surface area. He was able to verbally repeat the directions and steps. He was unable to use the correct units when measuring in any independent task. Reading Learner was able to use and find new vocabulary words to improve his fluency and understanding. Learner correctly identified the who, what, when, and where of details in a passage but was unable to identify why. d. Analyze what each focus learner appears to understand or do well and where s/he continues to struggle or need greater challenge, including any patterns in misunderstandings, errors, confusions, or needs. Be sure to cite evidence from your summary (above) as part of this discussion. Learner seems to have difficulty in using critical thinking or analyzing a situation. This is evidenced in his inability to assess an object and use the correct sized units to measure it, and his inability to assess the reasoning for an event in a reading passage.

e. Analyze connections between each focus learners outcomes and instruction, support, and/or the learning environment. How did your instruction, support, or modifications of the learning environment lead to each focus learners progress on or attainment of lesson objectives? Cite evidence from the assessments to support your conclusions. Math The individualized instruction helped the learner remember the steps of finding surface area. Reading The individualized instruction helped the learner correctly identify main ideas in a passage, and the extra time spent working on necessary vocabulary improved his ability to understand passages. 2. Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations. a. In what form did you submit your evidence of feedback for each focus learner for the final assessment? i. Written directly on work samples or in a separate document ii. In an audio file iii. In a video clip from the instruction task (provide a time-stamp reference) or in a separate video clip b. Explain how feedback provided to each focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives measured. It affirms that they are improving with the effort they are using, and encourages them to continue. c. How will/did you support each focus learner to apply the feedback to guide improvement within the learning segment or in subsequent learning activities? I gave them a reminder to work on this for the next lesson, and they have continued supports from teachers in their classroom to work on their goals with them. d. How will/did you support each focus learner to move towards selfassessment, self-instruction, and/or self-correction? The learner was already self correcting in reading fluency, and was able to self correct comprehension questions by looking back for answers. 3. Evidence of Language or Communication Understanding and Use

a. You may provide evidence of understanding and use of the targeted

language/communication with your video clip(s) from Task 2 AND/OR through a learner work sample(s) provided in Task 3. b. Explain the extent to which each focus learner had opportunities to understand and use the targeted language/communication demands (function, vocabulary, symbols, and other demands) to access the learning task and to demonstrate learning. Learner had two tasks focused solely on using and understanding the targeted language demands in the vocabulary activities. 4. Using Assessment to Inform Instruction a. Consider what you know about each focus learner and the effectiveness of your instruction/intervention and the learning environment when designing next steps. Connect your next steps to your analysis of each focus learners performance for both learning targets. Support your decisions with principles from research and/or theory, particularly as it relates to evidence-based practices, when appropriate. b. Describe next steps for instruction to reinforce current progress toward or attainment of the lesson objectives and/or to support further progress, generalization, maintenance, and/or self-directed use of knowledge, skills, or future learning. Consider all aspects of instruction, including support and environmental modification, as appropriate. Learner should continue to receive opportunities to practice reading comprehension and finding main ideas from passages. Learner should be partnered with a peer who can help them use appropriate units when measuring objects.

Reading Assessment 2: