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Running head: PRESENTATION PLAN

Austin Malcolm

PPE 310

Currier

Arizona State University

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PRESENTATION PLAN

Part 1: Presentation Plan

Lesson: Job Interview Preparation

Supervisor at job site identified need for a 25-minute lesson directed towards their senior

class in order to prepare them for employment opportunities after graduation. This lesson is

intended to teach 12 high school seniors, ranging from 17 to 21 years old, who have been

diagnosed with autism and are currently enrolled in the Autism Academy for Education and

Development.

Objective: Prepare students for job and life skills by utilizing small group and whole

class discussion about how to look employable to a company and how to maintain that

appearance.

Physical activity component: asking students to practice neck/shoulder rotations as

method to self-regulate stress before event. Differentiation: rolling wrists in similar fashion for

those with physical limitations.

Health component: Hygiene preparation, initiate discussion on what to do before an

interview and every morning before work. Cover subjects like deodorant, perfumes/cologne,

clothing (clean, ironed, prepared), shaving and time-management.

Time Remaining Teacher will: Students will:

25-20 minutes Begin with self-introduction Listen to teachers

and brief instructions to move introduction and follow

in to small groups of 4 directions to assemble into

people. groups of 4.
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PRESENTATION PLAN

20-10 minutes Initiate whole-class dialogue Participate in discussion by

on what students have already asking questions, answering

been learning about job or adding their perspectives

seeking, resumes and job and ideas to the conversation.

interviews.

Have students briefly review Follow teachers directions,

their stress-management and respond to questions

emotional self-regulation participate in physical

techniques for if they feel demonstration by performing

overwhelmed while pursuing slow, controlled neck

a job. Ask student to practice rotations.

by performing three slow DIFFERENTIATION:

neck rotation in a clockwise, Student unable to safely or

then counterclockwise independently rotate their

motion. neck or head may choose to

rotate shoulders or wrists as

alternative exercise.

Provide visuals to illustrate Observe and analyze visuals

the differences between and make discriminatory

someone who is prepared for

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PRESENTATION PLAN

work and someone who does inferences related to

not and continue discussion. perception of readiness.

DIFFERENTIATION:

Provide paper copy with

enhanced visuals and enlarged

text to students with visual

impairments.

10-3 minutes Instruct students discuss the Discuss the prompt within

following within their small their small groups and record

groups and record their their responses.

responses: What steps should

I take or do I already do to

prepare for work or school?

After several minutes of

small group discussion, ask

groups to send delegate and

write their collective

responses on the white board.

3-0 minutes Wrap-up lesson by Follow along with teachers

connecting similarities in the conclusion and participate

responses from each group when asked.

and conclude by emphasizing

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PRESENTATION PLAN

the importance of a healthy

and clean morning routine.

Part 2: Video

The Autism Academy is a private educational institute that also performs medical and

therapy services to minors. Due to patient privacy laws, and out of respect for students and their

families, recording of students or classrooms on the schools property is strictly forbidden for

anyone not employed by the Autism Academy in an official capacity. Although I was given the

opportunity to teach this lesson, I was not allowed to record the classroom, myself, students,

either by video, still image, or audio.

Part 3: Reflection

The teacher began the lesson on time and chose to gather the rooms attention by a loud

self-introduction and animated arm gestures. In addition to the presence of my supervisor, the

groups of students were occasionally aided by the lead educator that is normally heading the

room, as well as 2 3 paraprofessionals at any given time. This added assistance proved

beneficial to the teacher as it helped reduce the amount of classroom management and behavior

mitigation skills typically used in a general-population classroom. Still, throughout the lesson the

teacher remained mobile around the classroom and made sure to contact each group personally at

least once every 5 minutes or so.

Students seemed to enjoy the activities and were genuinely motivated towards

participation, but this does not mean everyone enjoyed it. During at least one instance a student

began exhibiting negative behaviors associated with his teacher refusing to give him immediate
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PRESENTATION PLAN

approval to go to the restroom during class discussion. Aside from that event, students responded

well to the lesson overall.

The teachers supervisor, after the lesson, provided useful feedback. The teacher was

complemented on personal energy and enthusiasm, as well as efficiency in making consistent

contacts. Although the teacher was able to keep to the tight schedule of the lesson,

accomplishing all lesson goals with time to spare, the supervisor noted that this may have been at

the expense of the lesson as the teacher was observed to rush towards the end. After time for

reflection, the teacher suspects that the rush in time may have stemmed from a slight delay in

plans when students walking towards the board had more significant mobility issues than

expected. For future lessons taught in this environment, the teacher will place further

consideration and planning towards practical time management and audience limitations.

Of the classrooms the teacher had been a guest-educator for, this particular class of

seniors was well-behaved and compliant to all instructions with little prompting necessary. The

guest-teacher thank the lead teacher and the students for their time and for making the lesson

enjoyable and fun for everyone involved.